Journal articles: '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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Holmberg, John, and Johan Larsson. "A Sustainability Lighthouse—Supporting Transition Leadership and Conversations on Desirable Futures." Sustainability 10, no. 11 (October 23, 2018): 3842. http://dx.doi.org/10.3390/su10113842.

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Central in leadership for sustainability transitions is the capability to create transformative momentum in a sustainable (desirable) direction, calling for meaningful conversations on sustainable futures. The aim of this study is to develop a conceptual framework to inspire and support such conversations. A qualitative literature review of sustainability conceptualizations was conducted, followed by a thematic analysis. The resulting framework consists of an overarching question and an accompanying set of categories for four sustainability dimensions: the social, the economic, the ecological, and ‘human needs and wellbeing’. Furthermore, the framework is visualized as a lighthouse for pedagogical reasons. We foresee that the lighthouse might be of value in processes guiding socio-technical transitions towards sustainability in three different ways: (1) by attempting to bridge the issue of ‘transition’ with that of ‘sustainability’; (2) as part of a backcasting process; and (3) modes of transdisciplinary research where relevant actors take part in the conversation. The study is related to over 20 years of experience from working with a backcasting approach engaging with sustainability transitions in a variety of processes. We invite further dialogue on how one may approach the concept of sustainability to inspire and support conversations on sustainable futures.

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Johnston, Jamie, and Ragnar Audunson. "Supporting immigrants’ political integration through discussion and debate in public libraries." Journal of Librarianship and Information Science 51, no. 1 (May 29, 2017): 228–42. http://dx.doi.org/10.1177/0961000617709056.

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Using Habermas’ theory of the public sphere, this article examines the potential of conversation-based programming (e.g. conversation groups and language cafes) in public libraries to bring immigrant voices into the public sphere and thereby to facilitate their political integration. To both support and illustrate the theoretical explorations of the article, research findings are presented from a study on language cafes and integration at Oslo and Akershus University College, Norway. Four ways in which the language cafes can support immigrants’ political integration and the formation of a comprehensive public sphere include the fostering of linguistic competence, expansion of social networks, promotion of information exchange relevant to political integration, and facilitation of ‘messy conversation’.

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Fleck‐Henderson, Ann, and Michael Paul Melendez. "Conversation and Conflict: Supporting Authentic Dialogue in the Classroom." Journal of Teaching in Social Work 29, no. 1 (January 2009): 32–46. http://dx.doi.org/10.1080/08841230802212752.

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Bradbury, Ondine, Angela Fitzgerald, and Justen O'Connor. "Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards." Australian Journal of Teacher Education 45, no. 10 (October 2020): 18–34. http://dx.doi.org/10.14221/ajte.2020v45n10.2.

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A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the APSTs and designed to enhance reflective conversations. Focus group interview discussions unveiled the surprising ways in which the pre-service teachers used the question prompts, not only as tools for reflection but for planning lessons and preparing for professional discussions with mentors. This research provides insight into a creative and meaningful approach for integrating reflection, professional standards and classroom practice through professional experience.

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Schutz, Michele A., Erik W. Carter, Shimul A. Gajjar, and Erin A. Maves. "Strengthening Transition Partnerships Through Community Conversation Events." TEACHING Exceptional Children 53, no. 5 (February 18, 2021): 359–68. http://dx.doi.org/10.1177/0040059920987877.

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Strong collaborations are critical to successful youth transitions. Preparing students with disabilities for life after high school requires extensive partnerships within and beyond the school. However, transition educators often struggle to meaningfully engage the people and programs that exist within their local community. A community conversation event is a practical, fun, and effective way for districts to capture fresh perspectives and identify innovative, local solutions to persistent challenges in transition education. The purpose of this article is to highlight the key steps for planning for a community conversation, implementing the event, and using information gathered to inform improvements to transition programming. We draw from our work supporting 10 Tennessee school districts who hosted their own community conversations to reflect upon and improve their transition practices. We provide resources, materials, and tips for school districts to implement a successful event that leads to improvements in transition programming and student outcomes.

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Ren, Pengjie, Zhumin Chen, Zhaochun Ren, Evangelos Kanoulas, Christof Monz, and Maarten De Rijke. "Conversations with Search Engines: SERP-based Conversational Response Generation." ACM Transactions on Information Systems 39, no. 4 (October 31, 2021): 1–29. http://dx.doi.org/10.1145/3432726.

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In this article, we address the problem of answering complex information needs by conducting conversations with search engines , in the sense that users can express their queries in natural language and directly receive the information they need from a short system response in a conversational manner. Recently, there have been some attempts towards a similar goal, e.g., studies on Conversational Agent s (CAs) and Conversational Search (CS). However, they either do not address complex information needs in search scenarios or they are limited to the development of conceptual frameworks and/or laboratory-based user studies. We pursue two goals in this article: (1) the creation of a suitable dataset, the Search as a Conversation (SaaC) dataset, for the development of pipelines for conversations with search engines, and (2) the development of a state-of-the-art pipeline for conversations with search engines, Conversations with Search Engines (CaSE), using this dataset. SaaC is built based on a multi-turn conversational search dataset, where we further employ workers from a crowdsourcing platform to summarize each relevant passage into a short, conversational response. CaSE enhances the state-of-the-art by introducing a supporting token identification module and a prior-aware pointer generator, which enables us to generate more accurate responses. We carry out experiments to show that CaSE is able to outperform strong baselines. We also conduct extensive analyses on the SaaC dataset to show where there is room for further improvement beyond CaSE. Finally, we release the SaaC dataset and the code for CaSE and all models used for comparison to facilitate future research on this topic.

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Church, Amelia, Angie Mashford-Scott, and Caroline Cohrssen. "Supporting children to resolve disputes." Journal of Early Childhood Research 16, no. 1 (June 13, 2017): 92–103. http://dx.doi.org/10.1177/1476718x17705414.

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Teacher intervention in children’s disputes most commonly features cessation strategies, despite evidence showing the value of modelling problem-solving behaviours. Existing research has categorized strategies used by teachers in early childhood settings, but in this article we aim to illustrate how these practices are realized. Using the method of conversation analysis, we are able to show how children respond to different interventions, and in particular, how successful modelling of problem solving can be achieved with 4-year-old children. The extracts in this article make a case for the close study of teacher–child interactions and demonstrate how educators can support children to resolve their own disputes.

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BAKER, ROSEMARY, DANIEL ANGUS, ERIN R. SMITH-CONWAY, KATHARINE S. BAKER, CINDY GALLOIS, ANDREW SMITH, JANET WILES, and HELEN J. CHENERY. "Visualising conversations between care home staff and residents with dementia." Ageing and Society 35, no. 2 (September 23, 2013): 270–97. http://dx.doi.org/10.1017/s0144686x13000640.

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ABSTRACTPeople with dementia living in residential care often face the dual disadvantage of increasing difficulty with communication and reduced opportunities for conversation. Social interaction is central to wellbeing of residents with dementia, so it is important that care staff have the skills to engage in conversation with them. We studied conversations in 20 care staff–resident dyads, to examine conversation structure and content, patterns of engagement within conversations, including the topics around which engagement occurred, and communication behaviours by care staff that appeared to facilitate (or impede) participation by residents. The transcripts were analysed using Discursis, a computational information visualisation tool that allows interactive visual inspection, in context, of the contributions by each speaker, the turn-taking dynamics, and the content recurring within and between speakers. We present case examples (a) where care staff did most of the talking, initiated topics and were responsible for most recurrence of content; (b) where talk was more evenly shared between partners, with some topics initiated and/or elaborated by participants with dementia; and (c) where participants with dementia talked most, with care staff supporting the conversation. We identified accommodative strategies used by care staff, such as reflecting back the other person's responses to sustain engagement. We also noted care staff behaviours that impeded communication, such as not listening attentively and not allowing sufficient time for responses. The results from this study highlight aspects of social communication within the aged care context and suggest ways in which rewarding interactions between staff and residents with dementia might be encouraged.

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Tsai, Meng-Han, Hao-Yung Chan, and Liang-Yuan Liu. "Conversation-Based School Building Inspection Support System." Applied Sciences 10, no. 11 (May 28, 2020): 3739. http://dx.doi.org/10.3390/app10113739.

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A conversation-based system is proposed for supporting assessors in performing existing school building inspections. School building safety is a pressing issue; however, some difficulties in the overall process require solutions or improvements, including the complexity of building inspection tasks, the restrictions posed by the paperwork process, and the ineffectiveness of the management of existing school building inspections. In this study, we developed a conversation-based building inspection support system to reduce such problems, with the proposed system notifying and guiding assessors to complete building inspections, combined with a dashboard for managers to consume reports to determine whether further assessments or retrofits are required. The process of school building inspections was digitalized, with a chatbot implemented that features notifications either according to a routine inspection schedule or postseismic events, a conversation-based interface for guiding nonprofessional assessors, the integration of intuitive activation of inspections after receiving notifications, the use of multimedia to show damage directly without the possibility of mistakes, and data visualization for supporting managerial decision-making to enhance the quality and accuracy of budget allocation.

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Lock, Sarah, Ray Wilkinson, Karen Bryan, Jane Maxim, Anne Edmundson, Carolyn Bruce, and Diana Moir. "Supporting Partners of People with Aphasia in Relationships and Conversation (SPPARC)." International Journal of Language & Communication Disorders 36, s1 (January 2001): 25–30. http://dx.doi.org/10.3109/13682820109177853.

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Borrie, Stephanie A., Camille J. Wynn, Visar Berisha, Nichola Lubold, Megan M. Willi, Carl A. Coelho, and Tyson S. Barrett. "Conversational Coordination of Articulation Responds to Context: A Clinical Test Case With Traumatic Brain Injury." Journal of Speech, Language, and Hearing Research 63, no. 8 (August 10, 2020): 2567–77. http://dx.doi.org/10.1044/2020_jslhr-20-00104.

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Purpose Coordination of communicative behavior supports shared understanding in conversation. The current study brings together analysis of two speech coordination strategies, entrainment and compensation of articulation, in a preliminary investigation into whether strategy organization is shaped by a challenging communicative context—conversing with a person who has a communication disorder. Method As an initial clinical test case, an automated measure of articulatory precision was analyzed in a corpus of spoken dialogue, where a confederate conversed with participants with traumatic brain injury ( n = 28) and participants with no brain injury ( n = 48). Results Overall, the confederate engaged in significant entrainment and high compensation (hyperarticulation) in conversations with participants with traumatic brain injury relative to significant entrainment and low compensation (hypoarticulation) in conversations with participants with no brain injury. Furthermore, the confederate's articulatory precision changed over the course of the conversations. Conclusions Findings suggest that the organization of conversational coordination is sensitive to context, supporting synergistic models of spoken dialogue. While corpus limitations are acknowledged, these initial results point to differences in the way in which speech strategies are realized in challenging communicative contexts, highlighting a viable and important target for investigation with clinical populations. A framework for investigating speech coordination strategies in tandem and ideas for advancing this line of inquiry serve as key contributions of this work.

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Winks, Lewis, and Paul Warwick. "‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies." Policy Futures in Education 19, no. 3 (January 14, 2021): 372–86. http://dx.doi.org/10.1177/1478210320985706.

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Enabling educators to meet new and challenging times requires fundamental shifts to ways of imagining and enacting their practice. A central yet often understated aspect of this educational change are the various ways in which educators receive training and development. From initial teacher training through to continuing professional development, cultures which underpin policy change in educational institutions emerge from the practices of educators. In this paper we examine educators’ experiences of a Wild Pedagogies gathering which took place over three days in central Devon in late spring 2019. Part workshop, part informal social gathering and mutual exchange, this continuing professional development event enabled conversations, sharing (and shaping) of practice, and imagination of the future of personal and institutional educational priorities. This paper positions itself as an account of a gathering of wild pedagogues – captured as reflection, discussion and activities – and brings the participants’ reflections into conversation with wider themes emerging from previous Wild Pedagogies gatherings. It makes the assertion that such dialogic continuing professional development, constructed on foundations of relational and place-responsive pedagogies, can underpin future practitioner development in the event of a policy shift toward greater availability of outdoor learning and nature connection in the UK. The paper ends with four principles for infusing new or existing environmental education continuing professional development with place-responsive and wild pedagogical approaches.

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Lee, Duck-Young, and Chiharu Mukai. "A study of Japanese back channels." Issues in the Teaching and Learning of Japanese 15 (January 1, 1998): 77–92. http://dx.doi.org/10.1075/aralss.15.05lee.

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Abstract This study presents findings from an analysis of the conversational data involving the Japanese back channel with special attention to the comparison of back channel behaviour between Japanese native speakers and Japanese learners at an advanced level. While the analysis is based on four aspects of the back channel (i.e. form, frequency, location and function), the study reveals that native speakers and Japanese learners show significant differences particularly in the locational and functional aspects. There were also trends that the native speaker tends to use back channels in a way of supporting and encouraging the learner to participate in the conversation.

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Kupetz, Maxi. "Comment on “A Relational Framework for Integrating the Study of Empathy in Children and Adults”: A Conversation Analytic Perspective." Emotion Review 12, no. 4 (February 19, 2020): 293–94. http://dx.doi.org/10.1177/1754073919897304.

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This comment on Main and Kho’s suggestion for “a relational framework for integrating the study of empathy in children and adults” (2020) takes a conversation analytic perspective. First, I will summarize how empathy is conceptualized within conversation analysis (CA), an observational approach that aims at reconstructing naturally occurring social interaction. Second, Main and Kho’s suggestions for further research will be commented on, supporting their take on empathy as a relational phenomenon.

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Arianto, Tomi. "PEMBINAAN PENINGKATAN ENGLISH CONVERSATION DI PANTAI INDAH SETOKOK." PUAN INDONESIA 1, no. 1 (July 1, 2019): 10–18. http://dx.doi.org/10.37296/jpi.v1i1.2.

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Setokok island beach is one of representative destinations in supporting the marine tourism area in Batam. The strategic location of Batam, which is close to neighboring Singapore and Malaysia, is a distinct advantage for this island, with many foreign tourists coming and going on vacation. The phenomena found that the coast guards and people around who should be directly involved in communicating with foreign visitors couldn’t hardly communicate using English at all. The impact of that problem would narrow down the opportunity for coast guards to get additional benefits from this strategic situation. Therefore, the community team took the initiative to provide an English conversations training for coast guards, MSMEs, photographer services, managers, and people around the coast. The method taught was in the form of guidance and practice of English conversations according to the needs and conditions of the training participants. The materials given were in the form of greeting, directing, asking and answering questions, asking for clarification, offering, persuading, and daily vocabulary. The results obtained through community service at Pantai Setokok could be seen from the ability of the speaking conversation practice skills, the addition of vocabulary related to the beach, and the motivation of self-confidence using English.

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Meskill, Carla, and Gulnara Sadykova. "Introducing EFL faculty to online instructional conversations." ReCALL 23, no. 3 (September 1, 2011): 200–217. http://dx.doi.org/10.1017/s0958344011000140.

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AbstractThis article describes the anatomy and dynamics of an online professional development activity, the Moodle fishbowl. The fishbowl was designed as an opportunity for experienced EFL educators to witness and make sense of instructional conversation strategies that they might themselves use as they migrate their EFL courses to blended and eventually fully online venues, venues where the roles and dynamics of interaction are decidedly different than those in the live classroom. A major emphasis in this professional development sequence was to raise faculty awareness of the unique affordances on which they, as experienced language educators, might capitalize through observation of authentic examples of responsive online instructional strategies. To that end, three-week-long collaborations were established between participating faculty's EFL students and a ‘cultural expert’ in the US. The cultural experts were doctoral students in language technology who employed instructional conversation strategies with the EFL students as part of informal, authentic asynchronous threaded discourse topics. The role of the faculty in training was to observe these conversations by looking into the metaphorical fishbowl, reflect on the anatomy and impact of these online instructional conversations, and report back to the group as a whole. The following narrates the rationale, processes and outcomes of this Moodle fishbowl professional development sequence and suggests future considerations in supporting language educators as they move some or all of their instruction online.

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Montenegro, Cesar, Asier López Zorrilla, Javier Mikel Olaso, Roberto Santana, Raquel Justo, Jose Antonio Lozano, and María Inés Torres. "A Dialogue-Act Taxonomy for a Virtual Coach Designed to Improve the Life of Elderly." Multimodal Technologies and Interaction 3, no. 3 (July 11, 2019): 52. http://dx.doi.org/10.3390/mti3030052.

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This paper presents a dialogue act taxonomy designed for the developmentof a conversational agent for elderly. The main goal of this conversational agent is to improvelife quality of the user by means of coaching sessions in different topics. In contrast to otherapproaches such as task-oriented dialogue systems and chit-chat implementations, the agent shoulddisplay a pro-active attitude, driving the conversation to reach a number of diverse coachinggoals. Therefore, the main characteristic of the introduced dialogue act taxonomy is its capacityfor supporting a communication based on the GROW model for coaching. In addition, the taxonomyhas a hierarchical structure between the tags and it is multimodal. We use the taxonomy toannotate a Spanish dialogue corpus collected from a group of elder people. We also present apreliminary examination of the annotated corpus and discuss on the multiple possibilities it presentsfor further research.

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Westmoreland, David. "Supporting Evolution by Responding to “Missing Link” Arguments." American Biology Teacher 80, no. 2 (February 1, 2018): 100–104. http://dx.doi.org/10.1525/abt.2018.80.2.100.

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The missing link argument is a common challenge raised by students to evolutionary theory; it notes that the majority of evolutionary transitions are not represented in the fossil record. A typical response is to present examples of fossils that have a combination of ancestral and derived traits, but I argue that this approach is largely ineffective because it does not address the broader question of whether the fossil record accords better with evolutionary theory than with creationist narratives. A better response is to agree that the fossil record is largely incomplete because fossilization is rare, and to direct the conversation toward addressing how a rich, yet incomplete, collection of evidence can be reasonably interpreted. Evolutionary theory and creationism pose starkly different expectations about trends in fossil diversity, and evolution is strongly supported while creationism is not.

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Woo, Jinseok, János Botzheim, and Naoyuki Kubota. "A Socially Interactive Robot Partner Using Content-Based Conversation System for Information Support." Journal of Advanced Computational Intelligence and Intelligent Informatics 22, no. 6 (October 20, 2018): 989–97. http://dx.doi.org/10.20965/jaciii.2018.p0989.

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The development of robot partners for supporting human life has been growing for many years. One main feature that should be considered in developing such robots is the conversation system. In this study, a conversation system called iPhonoid-C is introduced. The iPhonoid-C is a robot partner based on a smart device. A conversation is a form of communication in which two or more people exchange words and information. Therefore, one important part of judging the effectiveness of the interaction must be to evaluate if the appropriate amount of information is provided by the robot. In this research, we focused on a time-dependent utterance system to adjust the amount of conversation based on Grice’s maxim of quantity. By utilizing Grice’s theory, it is possible to tailor the robot’s communication by selecting the Grice value to correspond to the human’s condition. Using this method, the robot partner can control the amount of information it communicates to adapt to the human’s situation based on Grice’s maxim of quantity. An experimental result with the robot partner is presented to validate the proposed time-dependent conversation system.

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Belova, A. P. "The Speechmaking Analysis of the Poetic Texts by V. Shalamov at Russian Language Lessons." Russian language at school 79, no. 7 (July 24, 2018): 25–30. http://dx.doi.org/10.30515/0131-6141-2018-79-7-25-30.

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The article explores the speechmaking analysis of text that aims to cause students in a dialogue and to encourage the development of their creative ideas. The paper focuses on a speechmaking conversation in which students define concepts and supporting details helping them to identify an author’s idea and associations.

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Irawan, A. A. Ayu Cindy Karina Ivana, Ni Luh Sutjiati Beratha, and Ni Wayan Sukarini. "Reasons for Flouting Maxim in Talk Show." Humanis 25, no. 2 (May 22, 2021): 158. http://dx.doi.org/10.24843/jh.2021.v25.i02.p05.

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This study is entitled Reasons for Flouting Maxim in Talk Show. The aim is to analyze the types of flouting maxim used by the participants in the talk show through their utterances based on theory of Conversational Maxim proposed by Grice and supporting theory Context of Situation by Halliday & Hasan to see how the maxim is flouted. The data was taken from one of the famous American talk shows which contains various topics of talk and the implementation of the conversational maxim, it is The Ellen Show. The data was collected by using observation method. Descriptive qualitative method was used as a method and technique of analyzing data. The data was presented in a form of words and sentences. The results show that all types of maxim are flouted in the talk show. The most flouted maxim found in conversation is maxim of quantity because the participants deliver more information than it is required even though that experience is based on their experiences.

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Felgen, Jayne, and Marty Lewis-Hunstiger. "The Making and Meaning of Presence: A Conversation With Jayne Felgen, MPA, RN." Creative Nursing 17, no. 1 (2011): 5–11. http://dx.doi.org/10.1891/1078-4535.17.1.5.

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Jayne Felgen discusses the characteristics of presence, its relationship to caring, creating presence in challenging situations, creating structures that support therapeutic relationships, and the necessity for clarity—of self, of role, and of systems—in supporting people’s ability to provide care that is based on relationships instead of tasks.

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Giyatmi, Giyatmi, Ratih Wijayava, and Nunun Tri Widarwati. "CULTURAL ELEMENTS FOUND IN LAURA INGALLS WILDER'S LITTLE HOUSE IN THE BIG WOODS FOR SUPPORTING ENGLISH TEACHING." JURNAL ARBITRER 2, no. 2 (October 25, 2015): 119. http://dx.doi.org/10.25077/ar.2.2.119-134.2015.

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The research aims at finding the cultural elements in Laura Ingalls Wilder's Little House in the Big Wood. This is a descriptive qualitative research. Data source of this research in Laura Ingalls Wilder's Little House in The Big House. The data of this research are words, phrases, clauses, sentences, and conversation with cultural elements found of the data source.

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Read, Martin, Tony Gear, and Sam Groves. "Developing Conversations." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 1 (January 2014): 94–111. http://dx.doi.org/10.4018/ijqaete.2014010105.

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This paper explores the process of supporting learning through the use of a ‘low impact' Group Support System (GSS) based on handset technology. The protocol used is described and a conceptual framework is proposed with which to explain practice. The framework centres on the encouragement of conversation which is focused on the reasons for differences, coupled with a reduction of personal anxiety, achieved with the flexibility offered through the GSS meeting environment. A field-based case study in post graduate education is reported in detail, and a number of other field-based case studies are reported in summary. These serve to demonstrate the potential for suitably designed Group Support Systems to aid groups to overcome certain fundamental difficulties with which they have to contend.

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Kroftová, Klára, and Markéta Šmidtová. "Stabilization, Conversation and Strenghthening of Historic Plaster Using Nanofibres." Advanced Materials Research 923 (April 2014): 48–51. http://dx.doi.org/10.4028/www.scientific.net/amr.923.48.

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The paper deals with the stabilization, conservation and strengthening of historic plaster fabrics based on nanofibers. As a result of degradation processes, especially of a chemical nature, accompanied by increased humidity of historic masonry, there is a loss of cohesion and a disturbance of the surface finish and plaster. Traditional remediation techniques and methods normally lead to a reduction of diffuse permeability in the multiphase structure and create different expansion properties under the plaster. The undesirable feature of this method is its irreversible character. Currently there are a number of primarily preferred procedures that stabilize the structure of the external finish, yet at the same time preserve the original features of the historical plasters. This paper will list the partial results of the ongoing in-situ and laboratory research applications of fabric based on nanofibers formed by the supporting layer and spinning polymer.

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Leung, Terry TF, and Barry CL Lam. "Building consensus on user participation in social work: A conversation analysis." Journal of Social Work 19, no. 1 (February 13, 2018): 20–40. http://dx.doi.org/10.1177/1468017318757357.

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Summary In order to understand how mutual understanding was achieved in discursive interactions between the welfare service users and service practitioners, conversation analysis was conducted in four discussion panels set up for building consensus on the appropriate structure for user participation in service management. Conversations in eight panel discussion meetings were audio-taped for analysing the talks-in-interaction therein. Drawing on the conversation analysis, the article uncovers the dynamics of consensus building among participants from different epistemic communities. Findings The study identifies the extent of divergence in views among stakeholders, which could have been obscured by the pressure to acquiesce in platform of face-to-face coordination. In the contest for truth between the welfare service users and service practitioners, personal experience has not been accepted as legitimate resource for supporting truth claims. Having limited argument resources on issues of service management, the welfare service users perceived argumentation in panel discussion a threatening venture that they chose to avoid. Avoidance was also a strategy that panel participants employed to maintain mundane interactions in the face of looming dissents. The article argues that the Habermasian communicative ethics are not panacea to the problem of coordination between the welfare service users and service practitioners. An agonistic model of democracy is called for to shift the objective of communication from gauging consensus to encouraging articulation of disagreements in the intricate user participation project. Application The article provides a new direction for developing the user participation imperative to address necessary pluralities among stakeholders of welfare services.

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Johnson, Kathryn M. S. "Implementing inclusive practices in an active learning STEM classroom." Advances in Physiology Education 43, no. 2 (June 1, 2019): 207–10. http://dx.doi.org/10.1152/advan.00045.2019.

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What do you bring to a conversation about diversity, equity, and inclusion? While acknowledging this conversation is important, many science, technology, engineering, and math (STEM) faculty shy away from engaging these topics. STEM educators often hesitate to participate in these discussions due to their self-perceived lack of knowledge or training. However, as institutions welcome ever-diversifying student populations, STEM faculty must consider how their teaching and mentoring approaches affect their students. During the 2018 American Physiological Society (APS) Institute for Teaching and Learning, STEM faculty and administrators engaged in conversations to better understand how their own approaches to diversity, equity, and inclusion affect the success of their students. During my plenary workshop, “Inclusive Practices for Diverse Student Populations,” participants investigated their own perspectives and practices. They also discussed approaches to implementing inclusive practices that complement active pedagogical best practices. In an attempt to replicate this workshop environment, I ask you to engage with an interactive set of exercises to investigate your own perspective on the topics of diversity, inclusion, and equity. After you consider your own approaches to these topics, I provide practical examples of inclusive practices that align or enhance active leaning pedagogy. By building confidence, providing support, and promoting various pathways to success, inclusive practices enhance student learning and decrease social disparities in STEM education, ultimately supporting STEM innovation.

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Blinne, Kristen C. "Applying (Com)passion in the Academy." Departures in Critical Qualitative Research 5, no. 1 (2016): 92–101. http://dx.doi.org/10.1525/dcqr.2016.5.1.92.

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In this short essay, I start with the question: What is the cost of caring in the academy? I explore this by considering how we, as academics, can continue this conversation by daring to care about our own and others' work, and by not silencing but compassionately supporting each other's voices and passions regarding our work and lives.

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Christie, Colin. "Speaking spontaneously in the modern foreign languages classroom: Tools for supporting successful target language conversation." Language Learning Journal 44, no. 1 (October 11, 2013): 74–89. http://dx.doi.org/10.1080/09571736.2013.836751.

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Johnston, Jamie. "The use of conversation-based programming in public libraries to support integration in increasingly multiethnic societies." Journal of Librarianship and Information Science 50, no. 2 (February 22, 2016): 130–40. http://dx.doi.org/10.1177/0961000616631613.

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This paper theoretically explores how conversation-based programming in public libraries might support meaningful interactions between immigrants and individuals from the dominant ethnic group, and as a result, facilitate integration. The theoretical lens consists of Intergroup Contact Theory and a social-psychological model of integration. Four examples of library-based conversation-based programming are given in order to illustrate and expand upon the theoretical discussion: the Women’s Story Circle at the Reykjavik Public Library in Iceland; Expat Dinners at public libraries in Denmark; the Memory Group at the Torshov branch of the Deichman Library in Norway; and the Språkhörnan programme at Malmö City Library in Sweden. Based on these examples, conversation-based programming shows potential for supporting integration through its ability to support, to varying degrees, equal status contact, common goals, intergroup cooperation and explicit social sanction, as well as the extensive and repeated contact needed for intergroup friendships to be established.

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Brady, Loretta L. C., and Melinda Malik. "Science, Story, and Structure: Framing the Conversation for Psychology Faculty and Librarian Information Literacy Collaboration." Teaching of Psychology 46, no. 1 (December 16, 2018): 64–71. http://dx.doi.org/10.1177/0098628318816155.

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This case study illuminates the effectiveness of collaboration between a librarian and psychology faculty as they use the Framework for Information Literacy for Higher Education and the Guidelines for the Undergraduate Psychology Major to improve an assignment and frame their conversation on scaffolding students’ information literacy skill development. Faculty and librarian collaboration is critical to supporting student learning. Disciplinary standards may be effective tools for librarians and faculty to frame their collaboration, using a shared vocabulary to engage in meaningful conversation about the planning and implementation of course assignments in order to facilitate student learning. Through examination of an undergraduate psychology writing assignment, a librarian and psychology faculty critically examine various paths to information literacy.

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Manzo, John F. "“You Wouldn't Take a Seven-Year-Old and Ask Him All These Questions”: Jurors' Use of Practical Reasoning in Supporting Their Arguments." Law & Social Inquiry 19, no. 03 (1994): 639–63. http://dx.doi.org/10.1111/j.1747-4469.1994.tb00776.x.

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In ordinary conversation, speakers are often called on to defend their assertions. In talk that takes place in institutional settings, speakers must often account for their claims as well. This study concerns the methods of argumentative support employed by participants in a particular institutional setting: jury deliberations. Micro-interactional analysis of transcripts of two actual deliberations—using the theore tical and methodological perspectives of ethnomethodology and conversation analysis-reveals that when jurors present defenses or accounts of their positions, they often reference mundane experience and practical reasoning. Jurors do not, then, merely weigh strictly “legal” considerations. Three of the jurors' discursive methods are scrutinized: Normative assertions, claims of expertise, and declarations of knowledge. These techniques serve not only to establish “evidence” in support of a juror's position but also to deflect other jurors' disagreement

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Iandoli, Luca, Ivana Quinto, Anna De Liddo, and Simon Buckingham Shum. "Improving Knowledge Management by Supporting Asynchronous Communications with a Debate Dashboard." International Journal of Information Systems and Social Change 4, no. 4 (October 2013): 26–44. http://dx.doi.org/10.4018/jissc.2013100102.

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In today economic environment, innovation is considered the primary source of competitive advantage for companies. The advent of Web 2.0 tools has provided organizations with new models and tools to improve collaboration and co-creation of new knowledge assets. In particular, the shift to Open Innovation models has been recognized as a major change in the way companies create and manage innovation. In this paper the authors focus on a particular kind of web-based platforms known as argument mapping tools. Argument mapping tools have proved to be valuable tools to the organization to support collaborative decision making in distributed environments, but the level of adoption of these technologies in common organizational practices remains quite low. To tackle this problem, the authors propose to augment common argumentation mapping features with a Debate Dashboard. The research hypothesis the authors make is that by providing visual conversational feedback the Debate Dashboard improves common ground and mutual understanding of online conversation thus supporting users adoption of argument mapping tools. Drawing on Grounding cost theory (Clark & Brennan, 1991; Clark, 1996), in this paper the authors describe the main rationale and requirements for a Debate Dashboard and argue that such interface can provide useful users feedback to compensate for the loss of information due to technology mediation, and therefore improve the communication and mediation abilities of argumentation systems. Moreover the authors describe the design and preliminary results of an evaluation study carried out to assess whether the Debate Dashboard can foster more efficient and easier interaction and communication among online users. Initial results appear to support their research hypothesis, at least in terms of users’ involvement and level of participation. Indeed, from the preliminary analysis it emerges that by augmenting online argument mapping tools with visual feedback users’ performances and users engagement improve, in particular by increasing the total number of user contributions and the number of most active users.

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Putri, Diana Rahma, Ridwan Hanafiah, and Muhizar Muchtar. "Conversation Analysis of Interruption Found In The Indonesia Lawyers Club." Nusa: Jurnal Ilmu Bahasa dan Sastra 14, no. 4 (November 11, 2019): 558. http://dx.doi.org/10.14710/nusa.14.4.558-572.

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This thesis is a study about types of interruption and functions of interruption in a television talk show named Indonesia Lawyers Club. This study aims to identify the types of interruption found in the Indonesia Lawyers Club. The main theory used in supporting this study is a theory of types of interruption proposed by Ferguson (1977). In conducting this study, the researcher used a descriptive qualitative method. The results of this study found that there are four types of interruption found in the talk show. They are simple interruption (SI), overlap interruption (OI), Butting-in interruption (BI) and silent interruption (SLI). OI is the most dominant types of interruption found in the data. There are 9 occurrences of OI (36%), 8 occurrences of SI (32%), 5 occurrences of BI (20%) and 3 occurrences of SLI (12%).

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Mullen, Jo, and Jerome Carson. "Remarkable lives: Jo Mullen in conversation with Jerome Carson." Mental Health and Social Inclusion 22, no. 3 (June 11, 2018): 121–27. http://dx.doi.org/10.1108/mhsi-03-2018-0013.

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Purpose The purpose of this paper is to provide a profile of Jo Mullen. Design/methodology/approach Jo provides a short background to her life and is then interviewed by Jerome. Findings Jo tells us about the teaching resources that she has developed to increase understanding of Borderline Personality Disorder (BPD). Research limitations/implications While this is a single case study, it contains numerous helpful insights of how Jo has developed and presented her work, along with two mental health nurses, and of the high quality educational interventions she has produced. Practical implications Jo presents a model of co-production, where service partner and mental health professional are equals. Social implications It would be helpful if mental health services invested in supporting talented individuals like Jo, to develop and disseminate the tools she has created. Originality/value Thus far Jo has written her own personal account of what it is like to cope with BPD, a bigger training resource, “Wot R U Like?” and a board game, Personapoly, to help individuals solve social and personal problems.

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Arbib, Michael A. "The mirror system hypothesis stands but the framework is much enriched." Behavioral and Brain Sciences 28, no. 2 (April 2005): 149–59. http://dx.doi.org/10.1017/s0140525x0547003x.

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Challenges for extending the mirror system hypothesis include mechanisms supporting planning, conversation, motivation, theory of mind, and prosody. Modeling remains relevant. Co-speech gestures show how manual gesture and speech intertwine, but more attention is needed to the auditory system and phonology. The holophrastic view of protolanguage is debated, along with semantics and the cultural basis of grammars. Anatomically separated regions may share an evolutionary history.

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Brady, Lawrence, and Tracy Trachsler. "A Dying Trend or a Viable Option: Dual-Role Athletic Department Employees." Journal of Amateur Sport 3, no. 2 (July 25, 2017): 109–16. http://dx.doi.org/10.17161/jas.v3i2.6455.

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As athletic departments at the college/university level are trying to creatively balance the financial demands of supporting athletic programs with employee satisfaction and departmental needs, the topic of the dual-role employee tends to appear in conversation. The question remains, with all of the demands, in both administration and coaching, is it possible for a single person to successfully accomplish the job obligations in both areas?

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Schutz, Michele A., Erik W. Carter, Erin A. Maves, Shimul A. Gajjar, and Elise D. McMillan. "Examining school-community transition partnerships using community conversations." Journal of Vocational Rehabilitation 55, no. 2 (September 7, 2021): 131–45. http://dx.doi.org/10.3233/jvr-211152.

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BACKGROUND: Effective school partnerships are crucial for supporting transition-age youth with disabilities to transition to adulthood. Although the importance of strong school-community collaboration is widely advocated, many school districts still struggle to establish transition partnerships within and beyond the school. OBJECTIVE: This study examined the application of “community conversation” events as a pathway for convening local communities to reflect on and strengthen their existing transition partnerships. METHODS: Five school districts held events that engaged a total of 213 local citizens in constructive dialogue about enhancing school-employer-community partnerships. RESULTS: Collectively, the individuals involved in these community conversations generated 55 distinct recommendations for developing or deepening transition partnerships, both within and beyond the walls of their local schools. When asked about the strength of current transition partnerships, however, the views of attendees were quite mixed. CONCLUSIONS: We offer recommendations for research, practice, and policy aimed at strengthening partnerships among schools, employers, agencies, families, and communities that improve the preparation and outcomes of youth with disabilities.

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Kaneko, Yoshihiro, Inho Chung, and Kenji Suzuki. "Supporting Auditory Awareness of Hearing Impaired People in Group Conversation by Using a Light-emitting Device." Journal of Life Support Engineering 26, no. 3 (2014): 100–107. http://dx.doi.org/10.5136/lifesupport.26.100.

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Mooney, Julie A., and Janice Miller-Young. "The Educational Development Interview: a guided conversation supporting professional learning about teaching practice in higher education." International Journal for Academic Development 26, no. 3 (June 1, 2021): 224–36. http://dx.doi.org/10.1080/1360144x.2021.1934687.

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Journal articles on the topic 'Supporting conversation'

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