Relevant bibliographies by topics / Supporting conversation

Contents

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

Academic literature on the topic 'Supporting conversation'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Supporting conversation"

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Kaplan, Simon M., Alan M. Carroll, and Kenneth J. MacGregor. "Supporting collaborative process with conversation builder." ACM SIGOIS Bulletin 12, no. 2-3 (November 1991): 69–79. http://dx.doi.org/10.1145/127769.122838.

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Kaplan, Simon M., and Alan M. Carroll. "Supporting collaborative processes with Conversation Builder." Computer Communications 15, no. 8 (October 1992): 489–501. http://dx.doi.org/10.1016/0140-3664(92)90028-d.

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Unsi, Baiq Tuhfatul. "CONVERSATIONAL METHOD PADA PEMBELAJARAN KETERAMPILAN BERBICARA BAHASA ARAB." Muróbbî: Jurnal Ilmu Pendidikan 4, no. 2 (September 5, 2020): 203–20. http://dx.doi.org/10.52431/murobbi.v4i2.289.

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Speaking Arabic skills are language skills that must be possessed by students in order to develop foreign language skills, in this case especially Arabic. In relation to teaching Arabic, one method that can be used to improve students' speaking skills is the Conversational Method. The Conversation Method is a way of presenting Arabic learning material through conversation or dialogue, both between students and between students and teachers, as well as to add to the vocabulary of Arabic. This paper focuses on the application of the Conversational Method in learning Arabic speaking skills, the students' Arabic speaking skills as well as the inhibiting and supporting factors of the application of the Conversational Method in learning Arabic speaking skills of students. The results of this study are that the application of the conversational method in learning Arabic speaking skills for students of MIN Bendunganjati is through three stages, namely the preliminary stage, the implementation stage in the form of simple conversations between students and teachers and students and students. and the evaluation stage. In general, MIN Bendunganjati students are able to speak Arabic, this is evidenced by the activeness and enthusiasm of students in communicating Arabic in class. As for the inhibiting factors in the application of the conversational method, namely: Lack of basic Arabic skills possessed by students due to differences in their potential and abilities. While the supporting factors are: school environment, facilities/infrastructure and the role of teachers.
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Timler, Geralyn. "Let's Talk: Review of Conversation Intervention Approaches for School-Aged Children and Adolescents with Autism Spectrum Disorder." Seminars in Speech and Language 39, no. 02 (March 20, 2018): 158–65. http://dx.doi.org/10.1055/s-0038-1628367.

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AbstractConversation skills are an important intervention focus for verbally fluent school-aged children and adolescents with autism spectrum disorder (ASD). Three sets of approaches for supporting conversation skills are reviewed. Pragmatic language approaches focus on teaching the verbal and nonverbal skills needed to initiate and maintain conversations including strategies for recognizing and repairing communication breakdowns. Social skill approaches focus on similar conversation behaviors, but these behaviors are usually taught for use within specific social tasks such as entering peer groups, maintaining interactions, and resolving conflicts. Peer-focused approaches enlist the support of peers through direct teaching of strategies to engage and maintain conversations with students with ASD (i.e., peer-mediated interventions) or through environmental arrangement strategies to promote interactions between students with and without ASD (i.e., peer networks). Conversation interventions that incorporate strategies from all three sets of approaches are most likely to promote optimal outcomes. These outcomes include opportunities for students with ASD to develop and refine conversation skills with classmates who are more open to interactions with peers of differing abilities.
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Walny, Jagoda, Sarah Storteboom, Richard Pusch, Steven Munsu Hwang, Soren Knudsen, Sheelagh Carpendale, and Wesley Willett. "PixelClipper: Supporting Public Engagement and Conversation About Visualizations." IEEE Computer Graphics and Applications 40, no. 2 (March 1, 2020): 57–70. http://dx.doi.org/10.1109/mcg.2020.2968906.

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Boyd, Glenn E. "Kerygma and Conversation." Journal of Pastoral Care 50, no. 2 (June 1996): 161–69. http://dx.doi.org/10.1177/002234099605000204.

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Argues that thinking of pastoral care and counseling in terms of pastoral conversation makes sense within a hermeneutic framework, particularly if that framework includes a dialogue with the Collaborative Language Systems Approach developed by Harold Goolishian and Harlene Anderson. Sees such an intellectual exercise as supporting a much needed reappreciation of pastoral conversation as therapeutic while at the same time providing imaginative openings for a postmodern pastoral theology.
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Walden, Justin. "Guiding the conversation." Corporate Communications: An International Journal 23, no. 3 (August 6, 2018): 423–37. http://dx.doi.org/10.1108/ccij-06-2017-0057.

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Purpose The purpose of this paper is to investigate how public relations practitioners view their role in guiding their organizations’ frontline (nonnominated) employees’ social media use and the tensions that organizations must navigate when they interact with their employees online. Design/methodology/approach This study utilizes in-depth interviews with 24 PR practitioners in the USA. Data were analyzed via grounded theory’s approach to open, axial, and select coding. Findings PR practitioners engage in three activities to guide employees’ social media use: serving as a reactive-technical resource; supporting employee communities; and responding to incidental monitoring of social media posts. Research limitations/implications The study extends stakeholder theory by describing the normative expectations that are placed on employees when it comes to discussing the organization online. Practical implications Recommendations are offered for PR practitioners regarding the boundary-respecting management of nonnominated employees’ social media use. Social implications Findings point to a greater understanding about frontline workers’ roles in supporting their organizations and the need for organizations to carefully explain social media policies. Originality/value Scholars have not fully explored the challenges that firms face when they seek to influence employees’ personal social networking activities. There is new insight about the ways in which organization can ethically engage with employees in digitally mediated spaces.
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King, Sarah Elizabeth, and Julie E. Dockrell. "Investigating affordance of opportunity for young children’s language interactions in a nursery setting: How can small group talk act as a forum for language learning?" Journal of Early Childhood Research 14, no. 4 (July 24, 2016): 351–69. http://dx.doi.org/10.1177/1476718x14552877.

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The importance of research on the unique nature of the communication supporting environment in nurseries has been heightened by growing evidence of the significance of early language skills for later academic and social development. This study focussed on children’s language use during small group times. Opportunities to hear and practise language were examined to uncover variation in conversational experiences for children with differing language needs. In this mixed-methods study, different measures were used to examine the relationship between participation and language level. Participants were an Early Years practitioner and 19 3- to 4-year-olds in two cohorts. Children’s language levels were measured using the Clinical Evaluation of Language Fundamentals Pre-School (2) UK. Quantitative analysis of interaction rates was made from video recordings of small group conversations. This was followed by detailed qualitative examination of talk during episodes of more sustained conversation. Differences were revealed in affordance of opportunity for children according to language level. Children’s interaction rates were positively correlated with scores on the Clinical Evaluation of Language Fundamentals Pre-School (2) UK at the start. Analysis showed conversational features of both formal and informal talk. Combining features from each was found to be associated with episodes of sustained conversation. Patterns of turn-taking were associated differently with participation for children with higher and lower language levels. Findings support the role for small group times as a forum for language development, facilitating opportunities for children differently according to their language needs. This has important implications for practice in supporting children to make the transition from informal to formal talk in the educational setting.
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Schmitt, Frederick F. "Remarks on Conversation and Negotiated Collective Belief." ProtoSociology 35 (2018): 74–98. http://dx.doi.org/10.5840/protosociology2018355.

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Gilbert (1989) and Gilbert and Priest (2013) have argued that paradigmatic conversations involve a collectivity of the conversers who participate in the conversation, in the sense that the conversers put forth and negotiate proposals of propositions to be collectively believed by them. Here I explore the plausibility of this Negotiated Collective Belief (NCB) thesis. I begin by supporting a more basic claim, that the nature of conversation itself entails that a conversation always involves a collectivity of the conversers. I then endorse and supplement Gilbert and Priest’s argument for the NCB thesis. I trace resistance to the thesis to the view that collective belief plays no important role in two primary social ends of conversation, exchanging information and making personal connections. I concede that this is so, but I endorse the view (with roots in Taylor 1985) that collective belief does play an important role in a different primary social end of conversation, the creation of a public space of thought. Thus, the NCB thesis is supported by argument and contributes to an explanation of how conversation fulfills one of its primary social ends.
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Heck, Daniel J., Jill V. Hamm, Jessica A. Dula, Pippa Hoover, and Abigail S. Hoffman. "Supporting Group Work with Mathematically Meaningful Roles." Mathematics Teaching in the Middle School 24, no. 7 (May 2019): 436–42. http://dx.doi.org/10.5951/mathteacmiddscho.24.7.0436.

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Dissertations / Theses on the topic "Supporting conversation"

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Andersson, Johanna, and Ulrica Wiström. "Ta tag i min hand, hjälp mig ut : Sjuksköterskors erfarenheter av stödjande samtal inom psykiatrisk öppenvård." Thesis, Linköpings universitet, Institutionen för medicin och hälsa, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-137296.

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I Sverige lever mellan 20- 40 procent av befolkningen med en psykisk ohälsa. Behandlingen av psykisk ohälsa, utifrån en humanistisk människosyn, inriktar sig på en hälsofrämjande process genom att stödja och stärka individen genom stödjande samtal. Syfte; Syftet med denna studie var att beskriva sjuksköterskors erfarenheter av stödjande samtal inom psykiatrisk öppenvård. Metod; En kvalitativ studie genomfördes där data samlades in med hjälp av semistrukturerade intervjuer av sjuksköterskor inom psykiatrisk öppenvård. Data analyserades med hjälp av en konventionell innehållsanalys. I studien inkluderades totalt 12 sjuksköterskor. Resultat; Stödjande samtal beskrevs av sjuksköterskorna som en viktig och bärande del i relationen mellan sjuksköterska och patient inom psykiatrisk vård. Arbetslivserfarenhet och tillgänglighet beskrevs som betydande faktorer för stödjande samtal. Konklusion; Det fanns en upplevd otydlighet av innehåll och mål med stödjande samtal hos sjuksköterskorna. Otydliga riktlinjer för stödjande samtal kan leda till att sjuksköterskorna blir stressade. Rutiner och struktur är viktiga faktorer och det kan medföra att sjuksköterskorna blir mer stresståliga och finner en ökad trygghet i att utföra stödjande samtal.
In Sweden, 20- 40 percent of people live with a mental illness. The treatment of mental illness is based on a humanistic approach, focusing on health promotion by supporting and strengthening the individual through supportive conversations. Purpose; The purpose of this study was to describe nurses' experiences of supportive conversations in their work with psychiatric outpatients. Method; A qualitative study was conducted, in which data were collected using semi-structured interviews with nurses in outpatient psychiatric care. Data were analyzed by conventional content analysis. The study included a total of 12 nurses. Results; Supporting conversations was described by nurses as an important and fundamental part of the relationship between nurse and patient in psychiatric outpatients. Experience and availability were described as significant factors for supporting conversations. Conclusion; Nurses experienced that content for supporting conversations and aims were indistinct. Indistinct guidelines for supportive conversations may lead to nurses becoming stressed. Routine and structure are important factors that may result in nurses working better under pressure and feeling more confident in supporting conversations.
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Smitsdorff, Lynelle. "Complexity in adult task-based language teaching for specific purposes supporting doctor patient conversation in Xhosa." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2600.

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Thesis (MA (African Languages))--Stellenbosch University, 2008.
The purpose of this study is to apply relevant and up-to-date theories concerning language learning and acquisition to the specific needs of second-language learners of isiXhosa in the field of health sciences through microanalysis of doctor-patient dialogues in isiXhosa. This study explores a task-based approach to language learning and teaching that differs from traditionally applied methods. In this approach, the performance of a task is regarded as the key feature in the language-learning process. This is in accordance with the central aim of the task-based approach to language learning and teaching, which is to transform the prescribed roles of teachers and learners in the classroom context so that learners move from being passive observers to being actively involved in their own learning processes, and teachers become facilitators and not presenters of the language.In an endeavour to exploit the possibilities of tasks in the teaching and learning of isiXhosa for health sciences needs, this study investigates the various components that comprise a task as well as the possible effects that these components may have on language learning and use. The results of the study could then provide teachers of second-language courses with specific notions and strategies, which, when successfully applied, could ensure optimal language learning and acquisition for language learners. To expand the study, an analysis is conducted regarding the presence and nature of cognitive complexity and syntactic complexity in authentic doctor-patient dialogues in isiXhosa. The classification of these conversations will serve to inform the manner in which tasks could be sequenced in a task-based language teaching course for second-language learners.
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Lee, Andrew Wei Tien. "A framework for supporting anonymity in text-based online conversations /." Gold Coast, QLD : Bond University, 2001. http://epublications.bond.edu.au/theses/lee.

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Thesis (MSc(CompSc) -- Bond University, 2001.
"A thesis submitted to Bond University in fulfillment of the requirements for the degree of Masters of Science in Computer Science"-- t.p. Bibliography: leaves 124-125. Also available via the World Wide Web.
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Crowley, Jenny Linnea. "Managing stigma through interpersonal interactions: examining the effects of provider identity and locus of supportive conversation on coping with stigma." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5739.

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Stigma, or an identity-threatening mark, represents an enduring stressor for which individuals might require supportive communication to help them cope effectively. Whereas prior research has illuminated the cognitive and sociological features of stigma, this dissertation extends existing research to focus attention on communication as a salient feature and influence in the experience of stigma. Examining interactions in the context of stigma can illuminate the communicative factors that help or hinder coping with identity-threatening stressors and provide a more nuanced understanding of how communication contributes to the experience of stigma. The current study examines how variations in source and message factors during a supportive conversation influence a person’s affect and internalized stigma regarding a devalued trait. Specifically, the project draws upon social identity theory to examine how in-group and out-group support providers impact coping with a stigmatized stressor. To expand the concept of social identity, this study also examines the potential impact of a moderate out-group support provider, or a provider who is perceived to be more similar to the support receiver relative to others. Regarding message factors, the study examines the locus of a supportive conversation, or whether a conversation is provider- or receiver-focused, as a meaningful variation in supportive interactions regarding stigma. Finally, because stigma is an enduring stressor, this study tests whether the effects of supportive interactions last over the course of three weeks. The study used an interaction-based experiment to test how the social identity of a support provider and the locus of a supportive conversation influence people’s perceptions of stigma and affect improvement. Participants were primed to view the communication studies major as a stigmatized trait, before having a supportive conversation with a confederate who was trained to enact one of the six experimental conditions. Specifically, confederates enacted one of the three provider identity manipulations (i.e., in-group, moderate out-group, out-group) while varying the locus of the supportive conversation (i.e., provider-focused, receiver-focused). Participants assessed their affect improvement and internalized stigma immediately following the interaction. Furthermore, participants were invited to participate in a follow-up survey three weeks after the interaction, wherein they again assessed their affect and internalized stigma. Results suggest that nuances within supportive interactions affect how a person copes with stigma. Prior to engaging in a supportive interaction, people reported feeling less stigmatized after being introduced to a moderate out-group provider compared to an in-group or out-group support provider. Following the supportive interaction, people felt significantly less stigmatized after interacting with moderate out-group and in-group support providers compared to a support provider who was a member of an out-group. Analyses also revealed interaction effects. Generally, participants in this study felt less stigmatized when receiving provider-focused support from in-group and moderate out-group members, but reported better outcomes when out-group members were receiver-focused. Provider- and receiver-focused messages differ; however, the effects of those messages depend upon the identity of the person who is offering them. The interactive effects of supportive interactions lasted over the course of three weeks. Results extend research on stigma and supportive communication, while generating practical recommendations that improve supportive interactions in this context.
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Ewaldius, Hanna, and Olivia Catolino. "Fenomenet samtalsstöd för äldre : En fenomenologisk studie ur omsorgspersonalens perspektiv på särskilt boende." Thesis, Uppsala universitet, Sociologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-220495.

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Research shows that supportive conversations with elderly who are living in nursing homes isrequested among care personnel, this to satisfy both older people's mental health and socialhealth. The care personnel try to offer the elderly supportive conversation to the extent theyare able to, but they are experiencing obstacles in terms of shortage of time, ignorance and aperceived ambiguity in their profession. The purpose of present study is to describe andanalyze the phenomenon of supportive conversation with elderly living in nursing homes,based on care personnel’s perspective. The study is based on qualitative interviews with thecare personnel working in special housing. The result is analyzed from a phenomenologicalperspective with the lifeworld theory and domain theory as basis. Further on, research is usedto describe and analyze the phenomenon. The results show that care personnel feel that thereis a need for supportive conversation for older people in special housing. However, they don’thave the opportunities to offer this because of shortage of time, lack of knowledge andambiguity about what is included in their work as care personnel. This contributes to theexperienced stress among care personnel and the feeling of inadequacy in their professionalcapacity, which results in a sense of not having the ability to give the elderly a good care.
Tidigare forskning visar att samtal för äldre på särskilda boenden är något som omsorgspersonal efterfrågar, för att tillgodose de äldres psykiska och sociala hälsa. Omsorgspersonalen försöker erbjuda de äldre samtal i den mån de kan, men de upplever hinder i form utav tidsbrist, okunskap och upplevd otydlighet beträffande dagens yrkesroll som omsorgspersonal. Syftet med föreliggande studie är att beskriva och analysera fenomenet samtalsstöd för äldre människor på särskilt boende, sett utifrån omsorgspersonalens perspektiv. Studien har genomförts med kvalitativa intervjuer med omsorgspersonal på särskilda boenden. Resultatet är analyserat ur ett fenomenologiskt perspektiv med utgångspunkt i livsvärldsteorin och domänteorin. Vidare används tidigare forskning för att beskriva och analysera fenomenet. Av resultatet framgår att omsorgspersonalen upplever att det finns behov av samtalsstöd för äldre på särskilt boende. De saknar dock möjligheten att erbjuda detta på grund av tidsbrist, brist på kunskap och oklarheter om vad som ingår i deras arbetsuppgifter som omsorgspersonal. Detta bidrar till att omsorgspersonalen upplever stress och känner sig otillräckliga i sin yrkesroll, vilket resulterar i en känsla av att inte ha möjligheten att ge den äldre en god omsorg.
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DuyNgoc, Dang, and 鄧惟玉. "Using Conversation Agent and Extracting Relations to Develop Chinese Learning Supporting System." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/58396300531161810523.

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碩士
國立成功大學
資訊工程學系碩博士班
100
Nowadays, demand of learning Chinese language is very popular in the world, especially for the Vietnamese students who have been studying in Taiwan. There are many tools and methods used to support Chinese language learning, such as reading textbooks, listening to the tapes or CDs, watching news or movies, etc. But most of them are only one-way interaction that is different from the two-ways interaction in the class room. Learning through a virtual environment using computer is a good way to enhance the performance. The purpose of this study is to develop a web application system that supports foreign students learning traditional Chinese language. The behavior of this system is the learner inputs a sentence via keyboard and then the system responds a corresponding sentence. Besides, the system can recognize the current learner who is using the system by answering the personal questions like “what is my name?”, “how old am I?”, “how many people are there in my family?”, etc. given by the user. This system is developed on basis of ALICE (Artificial Linguistic Internet Computer Entity) - an artificial intelligence software which was developed by Dr. Wallace. The operation mechanism of ALICE is pattern matching technique. To reduce quantity of patterns and the occupation of memory, we use a database of “synonym” and “is-a” to convert different sentences with the same meaning into a sentence which matches a specific pattern. In addition, in order to make the computer more friendly and intelligent, we use DIRPE (Dual Iterative Pattern Relation Expansion) - a relations extracting method - to extract the relations that are based on historical conversations between learner and computer. The data extracted will be used for answering the personal questions. This system is implemented in C# language with databases Microsoft SQL server, a AMIL file (a version of XML), and a text file to store data.
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Sürig, Inken. "Students as Actors in Supporting Roles - Video Analysis of Classroom Interaction Systems as Multi-Participant Events." Doctoral thesis, 2013. https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-2013011710666.

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This doctoral thesis is concerned with multi-participant interaction systems of school lessons in a seventh grade comprehensive school German class. The multi-participant factor is assumed to be crucial for the school lesson and thus for its analysis not only because the mere presence and specific ratification of school lesson participants constitute the very event in general. It is, moreover, argued that each participant is a co-producer of the social event as it emerges, develops, and turns out, and that only the cooperation of all the participants ensures the successful execution of the social event. With a conversation-analytical approach, the mechanisms of multi-participant cooperation in the classroom are primarily investigated with regard to all participants’ individual strategies of coping with the requirements of being a student or being a teacher during lesson discourses, which constitute the major part of the school lessons under scrutiny. Based on this, participation in classroom interaction can be described along the lines of leading and supporting activities conditioned by mutual attestations of inconspicuousness.
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Fono, David. "Structuring and supporting persistent chat conversations." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=450331&T=F.

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"Supporting National Board Candidates via Cognitive Coaching Conversations and Communities of Practice." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.8885.

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abstract: ABSTRACT There are currently 82,369 teachers nationwide who are National Board Certified Teachers (NBCTs). In Arizona the number of NBCTs is 678. The purpose of this study was to investigate the effect cognitive coaching conversations and participation in a community of practice had on National Board candidates' self-efficacy and their understanding of the National Board Professional Teaching Standards (NBPTS). A mixed methods research approach was used to collect data including: surveys, interviews, researcher observations, and cognitive coaching transcripts. I conducted a case study of five National Board candidates at my school. Drawing on the social cognitive theory, this study was framed by the construct of self-efficacy. Through the use of open-ended questions, cognitive coaching conversations pushed candidates' thinking to a deeper level of understanding. The teachers involved in the National Board certification process represented a community of practice as the expectations and language of the NBPTS standards and portfolio directions also provided a common connection. Findings in this study reveal that cognitive coaching conversations and membership in a community of practice have a positive impact on teachers' self-efficacy during the National Board certification process. In addition, on-going cognitive coaching conversations and participation in a community of practice positively impact National Board candidates' understanding and articulation of the NBPTS standards.
Dissertation/Thesis
Ed.D. Educational Leadership and Policy Studies 2011
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Books on the topic "Supporting conversation"

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Bublitz, Wolfram. Supportive fellow-speakers and cooperative conversations: Discourse topics and topical actions, participant rolesand 'recipient action' in a particular type of everyday conversation. Amsterdam: Benjamins, 1988.

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Bublitz, Wolfram. Supportive fellow-speakers and cooperative conversations: Discourse topics and topical actions, participant roles and "recipient action" in a particular type of everyday conversation. Amsterdam: J. Benjamins Pub. Co., 1988.

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Supporting children's creativity through music, dance, drama and art: Creative conversations in the early years. Abingdon, Oxon [England]: Routledge, 2010.

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Wilkinson, Ray, Sarah Lock, and Karen Bryan. SPPARC - Supporting Partners of People with Aphasia in Relationships and Conversation. Taylor & Francis Group, 2008.

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From Isolation to Conversation: Supporting New Teachers' Development (Teacher Preparation and Development). State University of New York Press, 2002.

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The Unep Biodiversity Programme & Implementation Strategy: A Framework for Supporting Global Conversation & Sustainable Use of Biodiversity. United Nations Pubns, 1996.

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From Isolation to Conversation: Supporting New Teachers' Development (S U N Y Series in Teacher Preparation and Development). State University of New York Press, 2002.

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Fono, David. Structuring and supporting persistent chat conversations. 2006.

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Rashid, Radzuwan Ab, Kamariah Yunus, and Zanirah Wahab. Supportive Conversations on Facebook Timelines. Routledge, 2018. http://dx.doi.org/10.4324/9781351057714.

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Hydén, Lars-Christer. Embodied Memories. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199391578.003.0006.

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For persons with dementia, engaging in joint activities like storytelling is fraught with challenges related to the fact that fewer linguistic and cognitive resources are available, compared with before the disease. Of particular importance are challenges concerning finding words and names, constructing utterances and stories, as well as remembering events and stories—and the combined effect of these. Having fewer resources available makes it difficult to tell stories in conversations, to listen to others’ storytelling, or to identify and grab a turn in a conversation to put in a word. One alternative is for the person with dementia to use embodied resources. The person with dementia can use other resources in combination with abilities that are still fully functional. Instead of gestures accompanying words in a story, gestures can take the lead role, with words only stressing or supporting bodily gestures, or gestures may even replace words entirely.
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Book chapters on the topic "Supporting conversation"

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Gómez-Gauchía, Hector, Belén Díaz-Agudo, Pedro Pablo Gómez Martín, and Pedro González-Calero. "Supporting Conversation Variability in COBBER Using Causal Loops." In Case-Based Reasoning Research and Development, 252–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11536406_21.

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Tanokashira, Aoto, Ikkaku Kawaguchi, Buntaro Shizuki, and Shin Takahashi. "Supporting the Initiation of Remote Conversation by Presenting Gaze-Based Awareness Information." In Collaboration Technologies and Social Computing, 109–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85071-5_9.

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Grau Grau, Marc, and Hannah Riley Bowles. "Launching a Cross-disciplinary and Cross-national Conversation on Engaged Fatherhood." In Engaged Fatherhood for Men, Families and Gender Equality, 1–12. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75645-1_1.

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AbstractThe aim of this chapter is to explain the motivations for launching an international, cross-disciplinary conversation on fatherhood engagement. This volume stemmed from a Meeting of Experts from three sectors: Health and Wellbeing, Social Policy, and Work and Organizations. This chapter illuminates the unique learning opportunity afforded by coming together to examine the differential and common struggles across these three fields to support engaged fatherhood. The chapter is divided in four parts covering (1) the urgency and importance of supporting fatherhood engagement, (2) the benefits of studying and supporting fatherhood engagement from a cross-sectoral perspective, (3) the main contribution of each chapter in this volume, and (4) our grateful acknowledgements of the many people who made this collaboration possible.
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Alm, Norman, Arlene Astell, Gary Gowans, Maggie Ellis, Phillip Vaughan, and Richard Dye. "Supporting Conversation for People with Dementia by Introducing a Computer-Based Third Element to the Interaction." In Digital Human Modeling and Applications in Health, Safety, Ergonomics, and Risk Management. Healthcare and Safety of the Environment and Transport, 143–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39173-6_17.

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Martin, Carmel, Joachim P. Sturmberg, Keith Stockman, Donald Campbell, Lucy Hederman, Carl Vogel, and Kevin Smith. "Supporting Complex Dynamic Health Journeys Using Conversation to Avert Hospital Readmissions from the Community: An Ecological Perspective Incorporating Interoception." In Putting Systems and Complexity Sciences Into Practice, 51–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73636-5_5.

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Griffiths, Fleur. "Creative conversations." In Supporting Children’s Creativity through Music, Dance, Drama and Art, 49–65. Second edition. | New York : Routledge, 2018. | “First edition published by Routledge 2010”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315460413-7.

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Dhingra, Naina, Reinhard Koutny, Sebastian Günther, Klaus Miesenberger, Max Mühlhäuser, and Andreas Kunz. "Pointing Gesture Based User Interaction of Tool Supported Brainstorming Meetings." In Lecture Notes in Computer Science, 21–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58805-2_3.

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AbstractThis paper presents a brainstorming tool combined with pointing gestures to improve the brainstorming meeting experience for blind and visually impaired people (BVIP). In brainstorming meetings, BVIPs are not able to participate in the conversation as well as sighted users because of the unavailability of supporting tools for understanding the explicit and implicit meaning of the non-verbal communication (NVC). Therefore, the proposed system assists BVIP in interpreting pointing gestures which play an important role in non-verbal communication. Our system will help BVIP to access the contents of a Metaplan card, a team member in the brainstorming meeting is referring to by pointing. The prototype of our system shows that targets on the screen a user is pointing at can be detected with 80% accuracy.
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Gu, Mingyang. "Supporting Generalized Cases in Conversational CBR." In Lecture Notes in Computer Science, 544–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11579427_55.

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Inkpen, Kori, Steve Whittaker, Mary Czerwinski, Roland Fernandez, and James Wallace. "GroupBanter: Supporting Serendipitous Group Conversations with IM." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 485–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03354-4_37.

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Jones, Irving C., and Vera Blake. "Crafting and Supporting Strong Missions and Visions." In Fearless Conversations School Leaders Have to Have, 39–60. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2018. http://dx.doi.org/10.4135/9781506367569.n6.

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Conference papers on the topic "Supporting conversation"

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McEwan, Gregor, and Carl Gutwin. "Chess as a Conversation." In GROUP '16: 2016 ACM Conference on Supporting Groupwork. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2957276.2957314.

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Kaplan, Simon M., Alan M. Carroll, and Kenneth J. MacGregor. "Supporting collaborative process with conversation builder." In Conference proceedings. New York, New York, USA: ACM Press, 1991. http://dx.doi.org/10.1145/122831.122838.

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Choi, Yoonseo, Hyungyu Shin, Toni-Jan Keith Monserrat, Nyoungwoo Lee, Jeongeon Park, and Juho Kim. "Supporting an Iterative Conversation Design Process." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3334480.3382951.

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Wang, Changjie, Dickson K. W. Chiu, and Ho-fung Leung. "A Persistent Conversation Protocol Supporting Anonymity and Security." In Proceedings of the 4th International Conference (CIC 2006). WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812811103_0002.

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Choi, Yoonseo, Toni-Jan Keith Monserrat, Jeongeon Park, Hyungyu Shin, Nyoungwoo Lee, and Juho Kim. "ProtoChat: Supporting the Conversation Design Process with Crowd Feedback." In CSCW '20: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406865.3418568.

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Blanchet, W., E. Stroulia, and R. Elio. "Supporting adaptive Web-service orchestration with an agent conversation framework." In IEEE International Conference on Web Services (ICWS'05). IEEE, 2005. http://dx.doi.org/10.1109/icws.2005.116.

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Calderon, Roberto, Michael Blackstock, Rodger Lea, Sidney Fels, Andre O. Bueno, and Junia Anacleto. "Supporting Conversation and Community Interaction With A Table-Top Community Garden Application." In PerDis '14: The International Symposium on Pervasive Displays. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2611009.2614390.

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Ishi, Hiroto, Akihiro Matsufuji, Eri Sato-Shimokawara, and Toru Yamaguchi. "Relation of Heart Rate and a Human-interest Listening an Article for Supporting Continuous Conversation." In 2020 International Symposium on Community-centric Systems (CcS). IEEE, 2020. http://dx.doi.org/10.1109/ccs49175.2020.9231493.

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Schmitt, Oliver, and Daniel Buschek. "CharacterChat: Supporting the Creation of Fictional Characters through Conversation and Progressive Manifestation with a Chatbot." In C&C '21: Creativity and Cognition. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450741.3465253.

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Tory, Melanie, and Vidya Setlur. "Do What I Mean, Not What I Say! Design Considerations for Supporting Intent and Context in Analytical Conversation." In 2019 IEEE Conference on Visual Analytics Science and Technology (VAST). IEEE, 2019. http://dx.doi.org/10.1109/vast47406.2019.8986918.

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Reports on the topic "Supporting conversation"

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Leones, Tiffany, Danae Kamdar, Kayla Huynh, Melissa Gedney, and Ximena Dominguez. Splash and Bubbles for Parents App: Station Study Report. Digital Promise, June 2021. http://dx.doi.org/10.51388/20.500.12265/120.

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This report, prepared for The Jim Henson Company, shares findings of a sub-study investigating the types of support parents and caregivers need when navigating and using the second-screen Splash and Bubbles for Parents app. This study originated from a prior field study finding indicating families would benefit from support around the app since it represents a new kind of digital tool. In partnership with local Public Broadcasting Service (PBS) stations, we provided parents and caregivers more detailed support around the features of the app. Based on survey and interview findings, parents and caregivers found the app helpful for supporting their children’s science learning, thus validating the field study findings. We also found that all sections of the app were used and could help promote conversations between parent/caregiver and child. Moreover, families expressed choosing to use a specific app section when they felt it was more relevant or developmentally appropriate for their child.
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Caribbean Tertiary Institutions and the Impact of the COVID-19 Pandemic. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003341.

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The COVID-19 pandemic forced the closure of schools across the Caribbean, including tertiary institutions. Colleges and universities turned to digital solutions and modified their pedagogy in order to sustain continuity of learning. Other adaptations like flexible payment schemes were made to allow students to stay enrolled. The University of West Indies CCEP and CLRI and the IDB co-hosted a conversation titled “Caribbean Tertiary Institutions and the Impact of the COVID-19 Pandemic,” which sought to explore how tertiary institutions were coping with the impact of the COVID-19 pandemic. The conversation focused on the most prominent challenges and what measures the institutions had taken to deal with them, what they felt they had done well in adapting, and how sustainable they deemed those measures in supporting their operations in the medium to long term. A follow-up meeting was held with several students from UWI to further explore how they had been impacted. This publication shares the responses to these questions, offers lessons learned and outlines next steps for the Caribbean Tertiary Institutions and the IDB.
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