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Journal articles on the topic 'Talking about the read'
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Klaeson, Kicki, Kerstin Sandell, and Carina M. Berterö. "Talking About Sexuality." American Journal of Men's Health 7, no. 1 (2012): 42–53. http://dx.doi.org/10.1177/1557988312458143.
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Prostate cancer and its outcomes are a real threat for health and well-being for men living in the Western world. The number of men with a diagnosis of prostate cancer, before the age of 65 years, has increased in recent decades. The aim of this study was to explore how some of these Swedish men experienced and talked about their sexuality. Four focus group discussions were performed in the context of associations for prostate cancer. Using qualitative content analysis, it was identified how the diagnosis was a threat to their male identity; the men’s vulnerability as a group in society was made explicit. Their sexuality was diminished by their illness experiences. These experiences were difficult to share and talk about with others and therefore connected with silence and sorrow. As a result of this, the informants often played a passive role when or if they discussed issues related to sexuality with someone in the health care organizations. The possibility of voluntarily joining a cancer association was probably highly beneficial for these men. During the sessions, several men expressed the opinion that “it is always great to talk.”
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Refinetti, Roberto. "Real Women Talking About Sex." Sexuality & Culture 17, no. 4 (2013): 705–6. http://dx.doi.org/10.1007/s12119-013-9196-z.
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Terdiman, Richard. "Can We Read the Book of Love?" PMLA/Publications of the Modern Language Association of America 126, no. 2 (2011): 472–82. http://dx.doi.org/10.1632/pmla.2011.126.2.472.
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Love is strange.—Mickey and SylviaSome people say love is incomprehensible, that language cannot capture it. Some people never stop talking, thinking, writing, speculating, and theorizing about it. Maybe our unending discourse about love arises in the tension that stretches it between ineffability and expression.
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Desai, Dipti. "Read My Lips: Talking with Gran Fury about artistic activism and pedagogy." Art & the Public Sphere 3, no. 2 (2014): 177–86. http://dx.doi.org/10.1386/aps.3.2.177_1.
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Campana, Kathleen, J. Elizabeth Mills, Saroj Ghoting, and Judy Nelson. "Every Child Ready to Read: Supercharge Your Storytimes: Using Intentionality, Interactivity, and Community." Children and Libraries 14, no. 1 (2016): 36. http://dx.doi.org/10.5860/cal.14n1.36.
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Talking, reading, singing, playing, and writing—the five Every Child Ready to Read, 2nd Edition (ECRR2) practices—are important parts of a child’s early literacy development. All of you who provide storytimes are using at least a few of these practices in your storytimes, but do you ever think about HOW you use them?
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Dong ruanjinling, Xiang. "Talking about absorbing high school graduates to read nursing specialty of secondary school." Nursing Information 1, no. 1 (2019): 21–26. http://dx.doi.org/10.35534/ni.0101005c.
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ARIEŞAN, Ramona Nicoleta. "BETTER CONVERSATIONS- LET’S TALK ABOUT LIFE." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 4, no. 1 (2020): 164–67. http://dx.doi.org/10.26520/mcdsare.2020.4.164-167.
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The purpose of this paper is to show the importance of a real conversation – something that might be lacking these days. It is important to show that no matter what the context is, a conversation is what can either make us or break us. At the end of the day the most important conversation is the one we have with us, the inner part of us. But in order to reach that level we need to make sure that our own way of communication is placed on the right path, not for the others to follow but for us to be able to express what we really feel or think in a given situation. Talking about life is something that emerges from within because no matter how many books we read or how many people we meet, all with different life experiences, what is really important is how we come to understand everything, how we form our own vision, stick with it and then, only then, emerge into someone else’s perception about life, in general. No matter who you are, who you dream to be, who you were or who you are going to become, you need to make sure that you know the real you, that when you are facing your reflection in the mirror you are proud of you, even just for being you.
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Joyner, Jeane, and Barbara Reys. "Principles and Standards for School Mathematics: What's in It for You?" Teaching Children Mathematics 7, no. 1 (2000): 26–29. http://dx.doi.org/10.5951/tcm.7.1.0026.
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Have you seen it? Have you read it? Have you begun talking with colleagues about the ideas that it presents? Have you reflected on how it will influence your instruction? Have you examined your curriculum materials in light of the expectations that it outlines?
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weintraub, j. "Talking About Cooking: Alexandre Dumas's Causerie culinaire." Gastronomica 11, no. 2 (2011): 85–89. http://dx.doi.org/10.1525/gfc.2011.11.2.85.
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In this first complete English translation of one of Alexandre Dumas’s “causeries,” a kind of familiar essay likely originated by Dumas, the author provides one of the earliest examples of gastronomic journalism. Part memoir, part travelogue, part critique, it recounts the origins of Dumas’s love of good food, tells of his early experiences with cooking, narrates a culinary adventure in North Africa (where he learned the local technique for roasting a lamb in its skin, which he later applied to rabbit), and offers advice for ordering a meal at the Restaurant de France in Paris. The second part of the essay describes his quest for a recipe for the “real Neapolitan macaroni” among Italian celebrities then living in Paris (including a failed attempt to acquire one from the composer Rossini), and finishes with purchasing recommendations and a detailed recipe for the dish for a party of twelve.
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Brambila, Marcia Ivani, Claudia Garcia de Garcia, Dhiordan Cardoso, et al. "Talking With Transgender Women in Brazil About Real Vaginas." Journal of Sexual Medicine 14, no. 5 (2017): e346. http://dx.doi.org/10.1016/j.jsxm.2017.04.718.
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Ashburn, Frannie. "Wake Reads Together." North Carolina Libraries 62, no. 1 (2009): 16. http://dx.doi.org/10.3776/ncl.v62i1.146.
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In 1998, the Seattle Public Library launched “If All of Seattle Read the Same Book.” This program was designed to get folks in Seattle all reading and talking about the same book at the same time, and it was so successful that it has been widely emulated around the country, including in many North Carolina communities. Wake County Public Libraries developed its community-wide reading program —Wake Reads Together — to encourage people to read and talk about a good book and to become more aware of their library system and the services it offers. This project became the most successful county-wide adult program ever offered by the library and Wake Reads Together is now in its second year. (For 2004 we’re reading Lewis Nordan’s Wolf Whistle, and the book had already been checked out of the library more than 1,000 times by the end of January.)
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Permutt, Thomas. "Defining treatment effects: A regulatory perspective." Clinical Trials 16, no. 4 (2019): 345–49. http://dx.doi.org/10.1177/1740774519830358.
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The proposed addendum to the International Conference on Harmonization document, Statistical Principles for Clinical Trials, can be read in two ways. There is a new framework for talking about estimands, but is it about fitting present methods into the framework? Or is it about changing methods? My answer: some of each. Where different methods are needed, there are challenging problems in estimating some desirable estimands, but there may also be desirable estimands that can be estimated easily and robustly.
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Gombos, Peter. "What and how do Hungarian children read?." Escuela Abierta, no. 23 (December 15, 2020): 3–17. http://dx.doi.org/10.29257/ea23.2020.01.
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The first representative survey about reading habits in Hungary was conducted in 1964. Among others it gauged the number of people reading and what they read. Since then only four researches were pursued of the kind, thus it was time we carried out a new analysis at the end of 2017. While compiling the questionnaire and analyzing the result I had the possibility to work with data that could be interesting for researchers beyond the borders of Hungary. In my study I focus on children in the 3–18 age range divided to age groups, and I present the types of books they read. I also examine other components of their behavior related to their reading habits (What they read apart from books, which part of the week/day they dedicate to reading, which genres they prefer etc.). Talking about digital natives, I pay special heed to the correspondence between reading aptitude and the time they invest in using the internet and their smart phones. Last but not least I make an attempt to sketch a general picture of Hungarian reading habits (laying special emphasis on the youth), and the changes we can notice compared to the previous surveys.
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BÜHLER, UTE. "Who are we talking to? An addendum to recent RIS contributions on discourse ethics." Review of International Studies 28, no. 1 (2002): 191–97. http://dx.doi.org/10.1017/s0260210502001912.
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In the class of political sciences, they invited us to speak. We told them about what we are living in our villages, about why we decided to struggle, we talked about what we know. And they told us that although they are students and have read a lot, these things that we were telling them they had never heard, what we have lived they have never lived. Afterwards we told them, ’but we have not come just to talk, also to listen, we want to listen to what you have to tell us’.(Lucio and Argel, delegates of the Zapatista National Liberation Army (EZLN) to the Universities in Mexico City in the EZLNÕs consultation with civil society, March 19992)
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Barzy, Mahsa, Heather J. Ferguson, and David M. Williams. "Perspective influences eye movements during real-life conversation: Mentalising about self versus others in autism." Autism 24, no. 8 (2020): 2153–65. http://dx.doi.org/10.1177/1362361320936820.
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Social-communication is profoundly impaired among autistic individuals. Difficulties representing others’ mental states have been linked to modulations of gaze and speech, which have also been shown to be impaired in autism. Despite these observed impairments in ‘real-world’ communicative settings, research has mostly focused on lab-based experiments, where the language is highly structured. In a pre-registered experiment, we recorded eye movements and verbal responses while adults ( N = 50) engaged in a real-life conversation. Using a novel approach, we also manipulated the perspective that participants adopted by asking them questions that were related to the self, a familiar other, or an unfamiliar other. Results replicated previous work, showing reduced attention to socially relevant information among autistic participants (i.e. less time looking at the experimenter’s face and more time looking around the background), compared to typically developing controls. Importantly, perspective modulated social attention in both groups; talking about an unfamiliar other reduced attention to potentially distracting or resource-demanding social information and increased looks to non-social background. Social attention did not differ between self and familiar other contexts, reflecting greater shared knowledge for familiar/similar others. Autistic participants spent more time looking at the background when talking about an unfamiliar other versus themselves. Future research should investigate the developmental trajectory of this effect and the cognitive mechanisms underlying it. Lay abstract Previous lab-based studies suggest that autistic individuals are less attentive to social aspects of their environment. In our study, we recorded the eye movements of autistic and typically developing adults while they engaged in a real-life social interaction with a partner. Results showed that autistic adults were less likely than typically developing adults to look at the experimenter’s face, and instead were more likely to look at the background. Moreover, the perspective that was adopted in the conversation (talking about self versus others) modulated the patterns of eye movements in autistic and non-autistic adults. Overall, people spent less time looking at their conversation partner’s eyes and face and more time looking at the background, when talking about an unfamiliar other compared to when talking about themselves. This pattern was magnified among autistic adults. We conclude that allocating attention to social information during conversation is cognitively effortful, but this can be mitigated when talking about a topic that is familiar to them.
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Kristeva, Julia. "New Forms of Revolt." Journal of French and Francophone Philosophy 22, no. 2 (2014): 1–19. http://dx.doi.org/10.5195/jffp.2014.650.
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Popular uprisings, indignant youth, toppled dictators, oligarchic presidents dismissed, hopes dashed, liberties crushed in prisons, fixed trials, and bloodbaths. How are we to read these images? Could revolt, or what is called “riot” on the Web, be waking humanity from its dream of hyperconnectedness? Or could it just be a trick played on us so that the culture of spectacle can last longer? But what “revolt” are we talking about? Is it even possible?
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Izaguirre, Ainhoa, and Åsa Cater. "Child Witnesses to Intimate Partner Violence: Their Descriptions of Talking to People About the Violence." Journal of Interpersonal Violence 33, no. 24 (2016): 3711–31. http://dx.doi.org/10.1177/0886260516639256.
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Witnessing intimate partner violence (IPV) may have damaging effects on children’s well-being and development. How children understand IPV affects the risk of their developing negative outcomes. Talking with children about the violent episodes they have experienced can change their beliefs regarding their parents’ IPV, and therefore may also be a way to help them deal with these adverse experiences. The purpose of the current study was to use the children’s narratives to explore the relationship between how IPV was perceived by the children and their experience of talking about it. Interviews with 31 children between 9 and 13 years of age were analyzed using a thematic method. Two main groups of children were identified: children who described the violence as a horrifying experience and children who preferred not to think about the violence. The findings showed that children who described the violence as a horrifying experience perceived talking about the violence as a positive, yet sometimes distressing, experience that made a real difference in their lives; whereas, children who preferred not to think about the violence did not see much need to talk about it and benefit from talking about it. The study confirms previous research indicating that talking about IPV experiences sometimes leads to feelings of relief in children. Thereby, professionals play an important role by providing an appropriate setting to help children reduce their distressing feelings.
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Curry, Alexander L., and Tiara Good. "Talking Baseball When There Is No Baseball: Reporters and Fans During the COVID-19 Pandemic." International Journal of Sport Communication 13, no. 3 (2020): 551–58. http://dx.doi.org/10.1123/ijsc.2020-0246.
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The 2020 coronavirus outbreak led Major League Baseball to cancel spring training and postpone the start of the regular season. Although baseball stopped, reporters continued to write about baseball, and fans continued to talk about baseball. But with no games being played, what were they writing and talking about? More than a simple examination of what these two groups are saying, the authors also examined why their focus has turned to particular topics and themes. Through a textual analysis of Entertainment and Sports Programming Network (ESPN) baseball headlines and Reddit posts, the authors found writers jolted out of their routines, yet still framing many of their 2020 stories to focus on the actions of players. For fans, they uncovered conversations that, in many ways, read like friends mourning the loss of a loved one.
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Prost, Kimberly. "Remarks by Kimberly Prost." Proceedings of the ASIL Annual Meeting 112 (2018): 242. http://dx.doi.org/10.1017/amp.2019.81.
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Just very briefly, I think one of the criticisms—and a valid criticism—that was levied against the International Court for the former Yugoslavia (ICTY) was that when you read some of the decisions which were divided, it appeared very clear that there had never been a conversation between the majority and the minority. The lack of conversation and the lack of deliberation had a significant effect on the case law. When you are talking about individual criminal responsibility that is a major difficulty.
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Svendsen, Erik. "Litterær eksistensforskning. Eksklusion og marginalisering i Naja Marie Aidts Bavian." European Journal of Scandinavian Studies 45, no. 1 (2015): 75–91. http://dx.doi.org/10.1515/ejss-2015-0005.
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Abstract Bavian (2006), Danish writer Naja Maria Aidt’s collection of short stories, is not only, as suggested by the title, about the animal in the human being. The stories are also about the ways human beings today are prone to exclude others. The texts are about people on the move and most often Aidt lets descriptions of bodily reactions and affect speak instead of talk and dialogue. However, it is significant for Aidt’s writing that the body never represents an idea about freedom – rather, the opposite of freedom. Moreover, personal freedom is not thought about as a way of escape to Aidt’s characters; it is more an alibi for disregarding others. The article suggests that Bavian maybe read as showing how ‘the naked life’ (Agamben) has been talking about is turning into a common lot.
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Peters, Maria Verena. "Talking to Machines: Simulated Dialogue and the Problem with Turing in Jordan Harrison’s Marjorie Prime." Journal of Contemporary Drama in English 9, no. 1 (2021): 81–94. http://dx.doi.org/10.1515/jcde-2021-0006.
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Abstract Jordan Harrison’s play Marjorie Prime (Center Theatre Group, LA, 2014), a Pulitzer Prize finalist in 2015, depicts social, medical, and therapeutic interactions between humans and machines. In contrast to other contemporary plays, Harrison’s script does not suggest experimenting with real robots on stage, but follows the traditional approach of having actors pretend that they are machines or, more specifically, projections steered by an artificial intelligence, so-called Primes. The play carefully avoids the “uncanny valley” (Mori) and spares the audience visceral reactions to the machines, instead focusing on philosophical questions about identity, memory, language, and humanness. The article will analyse the use of language as a theatrical code for machineness and explore the implications of language as a criterion for machineness and humanness respectively. Marjorie Prime will be contextualized with the Turing test, especially from the angle of disability studies, to show how the play can be read as a critique of humanism and a plea for posthumanism.
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Heaton, Lorna. "Talking Heads vs. Virtual Workspaces: A Comparison of Design across Cultures." Journal of Information Technology 13, no. 4 (1998): 259–72. http://dx.doi.org/10.1177/026839629801300405.
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The past decade has seen the development of a perspective holding that technology is socially constructed. This paper examines the social construction of one group of technologies, systems for computer supported cooperative work (CSCW). It compares the design of systems for computer supported cooperative work (CSCW) in Scandinavia and Japan with particular attention to the influence of culture on the resulting products. Two case studies are presented to illustrate the argument that culture is an important factor in technology design, despite commonly held assumptions about the neutrality and objectivity of science and technology. The paper further proposes an explanation for why, despite similar technical backgrounds and research interests, CSCW design is conducted differently and produces different results in Denmark and Japan. It argues that, by looking at CSCW systems as texts which reflect the context of their production and the society from which they come, we may be better able to understand the transformations that operate when these texts are ‘read’ in the contexts of their implementation.
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-, Daniela. "Who am I?" Enletawa Journal 12, no. 1 (2019): 96–98. http://dx.doi.org/10.19053/2011835x.10390.
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I still have problems answering that question. One day, I read that we have many “selves” inside us. When I think about it, I notice that I have so many paths, so many different thoughts, so many ways to see life that I get kind of confused. I am not saying that I am a liar or that I have problems regarding my personality. Rather, when I reflect about myself, I realize that I have evolved so much. Yet, at the same time, I am still so connected to my inner “child” self that I do not know how to define myself. The only way I can explain it is by talking about some experiences and how my life perceptions changed according to those experiences.
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Platamone, Maria. "Unaccompanied Migrant Minors and Shared Transnational Protection: Limits and Hopes." Journal of Education and Culture Studies 4, no. 3 (2020): p155. http://dx.doi.org/10.22158/jecs.v4n3p155.
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When talking about the reception of young migrants, “complexity management” is a quite recurring topic.This is due to the fact the migrant reception is always seen – and consequently investigated – as a “systemic network”, with a focus on the minor’s potential development and on the reception context, but without a real connection with the minor's personal history.“Talking about the reception of young migrants means talking about contaminations and conflicts for which shifting of attention is needed, as well as the ability to deal with situations involving events that are constantly evolving, as they take on meanings that are so different that are often incomprehensible, and almost not related to each other”.The idea to implement a shared protection process – although not always feasible – is definitely a new approach to child protection
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Pritchard, Sarah M. "The Rising Rate of Plagiarism, Careless Citation Practice, Bad Grammar, and Failure to Read (and I’m Not Talking About the Students)." portal: Libraries and the Academy 13, no. 4 (2013): 339–41. http://dx.doi.org/10.1353/pla.2013.0032.
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Dembińska-Pawelec, Joanna. "Arachne z ulotną nicią. Sygnatura kobieca w późnej poezji Bogusławy Latawiec." Poznańskie Studia Polonistyczne. Seria Literacka, no. 32 (October 2, 2018): 267–83. http://dx.doi.org/10.14746/pspsl.2018.32.14.
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The author of this sketch interprets Bogusława Latawiec’s poems in the context of women’s signatures. Poetry of Latawiec was usually read by critics in relation to the Polish avant-garde tradition represented by men: J. Przyboś and T. Karpowicz. The author recalls N. K. Miller’s proposition of feminist reading and her theory of text as an arachnology. Analysing Latawiec’s poems she shows some signs of feminine writing contained in metaphors: a thread, textiles, weaving, sewing, needlework. These signs are of particular importance in the metatextual poems talking about the process of creating as a weaving a text.
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Swan, Norman. "Let's ban drivel: commentary on A tale of a few hospitals." Australian Health Review 27, no. 2 (2004): 5. http://dx.doi.org/10.1071/ah042720005.
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NORMAN SWANDr Norman Swan is host of The Health Report on ABC Radio National.Before you read on, this is a commentary based on anecdote - not the stuff of high-level evidence. But let me tell you, from the feedback I get from listeners across Australia, Anne Cahill's story is pretty mainstream. You can argue I'm talking rubbish - and I know there are many exceptions, possibly even a growing number of them - but many health service managers would not have a clue about what's going in their hospitals in terms of being service focused because they don't look and they don't measure.
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Cook, Guy. "Sweet talking: Food, language, and democracy." Language Teaching 43, no. 2 (2009): 168–81. http://dx.doi.org/10.1017/s0261444809990140.
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At a time of diminishing resources, the sum of apparently minor personal decisions about food can have immense impact. These individual choices are heavily influenced by language, as those with vested interests seek to persuade individuals to act in certain ways. This makes the language of food politics a fitting area for an expanding applied linguistics oriented towards real-world language-related problems of global and social importance. The paper draws upon five consecutive research projects to show how applied linguistics research may contribute to public policy and debate, and also how, by entering such new arenas, it can develop its own methods and understanding of contemporary language use.
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Demiray, Burcu, Minxia Luo, and Mike Martin. "Functions of Real-Life Conversational Time Travel in the Context of Healthy Aging." Innovation in Aging 4, Supplement_1 (2020): 622–23. http://dx.doi.org/10.1093/geroni/igaa057.2120.
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Abstract Using smartphone sensing in real life, we examined conversational time travel (i.e., talking about the personal past versus future), its functions and relation with positive affect (i.e., laughing behavior). We used the Electronically Activated Recorder (audio recorder that periodically records snippets of ambient sounds and speech) and collected a random sample of over 30,000 sound snippets (30 seconds long) from 61 young and 48 healthy older adults across four days. We transcribed and manually coded participants’ speech. Multilevel models conducted in R showed that individuals tended to talk about their past with more social functions (e.g., give advice), whereas talked about their future for more directive purposes (e.g., planning). Age group differences were minimal. We also found that individuals laughed two times more while talking about their past than their future. Results are discussed in relation to the functions of mental/conversational time travel in the context of healthy aging.
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Summers, Nicole Marie, and Falak Saffaf. "Fact or Fiction: Children’s Acquired Knowledge of Islam through Mothers’ Testimony." Journal of Cognition and Culture 19, no. 1-2 (2019): 195–215. http://dx.doi.org/10.1163/15685373-12340054.
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AbstractOne way in which information about the unknown is socialized to children is through adult testimony. Sharing false testimony about others with children may foster inaccurate perceptions and may result in prejudicially based divisions amongst children. As part of a larger study, mothers were instructed to read and discuss an illustrated story about Arab-Muslim refugees from Syria with their 6- to 8-year-olds (n = 31). Parent-child discourse during two pages of this book was examined for how mothers used Islam as a talking point. Results indicated that only 50% of mothers and 13% of children shared accurate testimony about Islam. However, while 35% of children admitted uncertainty in their knowledge, only 3% of mothers admitted uncertainty. These results highlight the importance of parents sharing the confidence in their knowledge. If parents teach inaccurate information about other religions, it may create a greater divide between children of different religious backgrounds.
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Bylund, Carma L., Miryam Sperka, and Thomas A. D'Agostino. "Formative assessment of oncology trainees' communication with cancer patients about internet information." Palliative and Supportive Care 13, no. 2 (2013): 197–200. http://dx.doi.org/10.1017/s1478951513000928.
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AbstractObjective:Cancer patients and their caregivers often turn to the internet for information and support following a cancer diagnosis. Research shows a need for improvement in doctors' communication with patients about internet information. The purpose of this formative assessment was to evaluate oncology trainees' skills in talking about internet information with cancer patients.Methods:Thirty-nine oncology trainees were evaluated in a baseline standardized patient assessment as part of their participation in the Comskil Training Program. As part of the assessment, standardized patients were instructed to raise the topic of internet information they had read. Transcriptions of the video-recorded assessments were coded for patient statements and trainee responses.Results:Fifty-six percent of trainees used a probe to get more information before addressing the content of the internet search, while 18% addressed it immediately. Eighteen percent of trainees warned the patient about using the internet, and 8% warned about and also encouraged internet use. Thirteen percent of trainees praised the patient for seeking out information on the internet.Significance of results:This formative assessment indicated that the majority of trainees addressed the content of the internet search, while a minority addressed the internet as a tool and praised patients' efforts. Research in this area should examine the effectiveness of educational interventions for trainees to improve discussions about internet information.
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Chen, Yun-hua. "The Real Revival of Sudan: An interview with Suhaib Gasmelbari on Talking about Trees." Film International 17, no. 2 (2019): 97–102. http://dx.doi.org/10.1386/fiin.17.2.97_7.
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Addison, Michelle, Victoria, and G. Mountford. "Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK." Sociological Research Online 20, no. 2 (2015): 27–39. http://dx.doi.org/10.5153/sro.3575.
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In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.
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Turker-Biber, Belma, Aysegul Akinci-Cosgun*, and Feyza Aydin-Bolukbas. "Examination of Mother-Child Math Talks’ Content and Process during Shared Book Reading." International Journal of Educational Methodology 7, no. 3 (2021): 501–15. http://dx.doi.org/10.12973/ijem.7.3.501.
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<p style="text-align: justify;">The study aims to analyze, in terms of content and process, the math talks between the mother and child during the shared book reading of the illustrated storybooks with math contents. The study group under the research is comprised of nine pairs of mother and child. The process of the study 18 videos which were recorded when two storybooks with math contents were read by the mothers. In the data collection process, each pair of mother and child together read two storybooks given to them in their home environment, and the entire process was video-recorded. Subsequently, interviews were held with mothers for identifying their views about supporting their children’s math skills. It was shown that the content of mother-child math talks in the home environment was mostly about the learning area of numbers and counting skills. It was a remarkable result that math concepts such as sorting/ranking and properties/features of objects were not in the contents of mother-child math talks. The results from interviews with mothers, it was inferred that the mothers viewed themselves as inadequate for talking to their children about math concepts, and performed the math talks mostly on the basic skills such as counting the numbers.</p>
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Stekeler-Weithofer, Pirmin. "Hegels Philosophie des Geistes." History of Philosophy and Logical Analysis 18, no. 1 (2015): 66–86. http://dx.doi.org/10.30965/26664275-01801007.
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In order to understand Hegel’s form of philosophical reflection in general, we must read his ‘speculative’ sentences about spirit and nature, rationality and reason, the mind and its embodiment as general remarks about conceptual topics in topographical overviews about our ways of talking about ourselves in the world. The resulting attitude to traditional metaphysics gets ambivalent in view of the insight that Aristotle’s prima philosophia is knowledge of human knowledge, developed in meta-scientific reflections on notions like ‘nature’ and ‘essence’, ‘reality’ (or ‘being’) and ‘truth’, about ‘powers’ and ‘faculties’ – and does not lead by itself to an object-level theory about spiritual things like the soul. We therefore cannot just replace critical metaphysics of the human mind by empirical investigation of human behaviour as empiricist approaches to human cognition in naturalized epistemologies do and neuro-physiological explanations propose. Making transcendental forms and material presuppositions of conceptually informed perception and experience explicit needs some understanding of figurative forms of speech in our logical reflections and leads to other forms of knowledge than empirical observation and theory formation.
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Ukpokodu, I. Peter. "Theatre and Political Discord: Theatre Rebels of Zimbabwe and Kenya." Theatre Research International 23, no. 1 (1998): 38–43. http://dx.doi.org/10.1017/s0307883300018198.
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Though the world is aware of the political activities of the Nigerian playwright, Wole Soyinka, it might be difficult to find a better example of the relationship between a nation in a state of socio-political chaos and the arts in an African country than that of Ngugi wa Thiong'o's Kenya as exemplified in Matigari:Matigari, the main character [in Ngugi wa Thiong'o's Matigari], is puzzled by a world where the producer is not the one who has the last word on what he has produced; a world where lies are rewarded and truth punished. He goes round the country asking questions about truth and justice. People who had read [Matigari] started talking about Matigari and the questions he was raising as if Matigari was a real person in life. When Dictator Moi [President of Kenya] heard that there was a Kenyan roaming around the country asking such questions, he issued orders for the man's arrest. But when the police found that he was only a character in fiction, Moi was even more angry and he issued fresh orders for the arrest of the book itself.
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Stone, Lori D., and James W. Pennebaker. "Trauma in Real Time: Talking and Avoiding Online Conversations About the Death of Princess Diana." Basic and Applied Social Psychology 24, no. 3 (2002): 173–83. http://dx.doi.org/10.1207/s15324834basp2403_1.
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Holland, Peter. "WHAT ARE YOU READING?" Theatre Survey 50, no. 2 (2009): 337–40. http://dx.doi.org/10.1017/s0040557409990111.
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It's Easter and, two years out of three, that means it is also the annual meeting of the Shakespeare Association of America, this time at the appropriately named Renaissance Hotel (in the absence of a chain of Early Modern Hotels) in Washington, D.C. Never mind about the plenaries and panels and seminars, many of which were outstanding; all conferencegoers, whether Shakespeareans or not, know that the real excitement is to be found at the book display. Was this what King Lear was talking about when he suggested to Cordelia they would spend time in prison talking about “Who loses and who wins, who's in, who's out”? And the unseemly scenes on the last morning, when many publishers reduce their prices rather than ship the books back to the warehouse, are remarkably reminiscent of Harrods's china department on the first day of the sales.
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Janik, Gaweł. "Komiks w służbie historii. Zagłada ucieleśniona na kartach komiksu Epizody z Auschwitz: Nosiciele tajemnicy." Kultura Popularna 60, no. 2 (2020): 6–14. http://dx.doi.org/10.5604/01.3001.0013.7330.
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The article is an attempt to critically read the Polish comic book &quot;Episodes from Auschwitz: The Carriers of a Mystery&quot; by Michał Gałek and Michał Pyteraf. The author draws attention to the risks associated with the choice of the comic as a medium talking about the trauma of the Holocaust. Placing a comic book within publications that fit the current of historical politics, the author of the article pointed to the elements that testify to his polonocentrism. The image of the body was analyzed, with particular emphasis on differences in the presentation of prisoners of the camp, men selected to work in the Sonderkommando branches and its members. Attention was paid to the fetishization and eroticization of the Jewish body, which is dangerously close to the Nazi body.
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Ziter, Edward. "WHAT ARE YOU READING?" Theatre Survey 52, no. 1 (2011): 165–68. http://dx.doi.org/10.1017/s0040557411000147.
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I have fallen victim to a bait-and-switch scheme, one that I think is familiar to many academics. When first contemplating a life of the mind, I was essentially in search of an industry to fund my eclectic reading habits. The Academy welcomed me with the confident smile of a Ricky Roma. I was particularly enticed by the opportunity to talk (at length) about the books I had found while wandering in subbasements and forgotten annexes of research libraries, perusing used bookstores, or perhaps stopping at kiosks along the Seine during my lengthy summer vacations. That's not quite how it turned out. Instead, the only time I read a new book that isn't about talking steam engines or delinquent bunnies (and even then I often fall asleep before the final page) is because I have assigned it in a course. This is not what I expected, but it is satisfying nonetheless. Last fall I finished a number of good books just before teaching my classes.
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Pinkham, Ashley M., Tanya Kaefer, and Susan B. Neuman. "Does Mother Know Best? Maternal Knowledge Calibration Predicts Children’s Oral Language Development." Child Development Research 2014 (April 30, 2014): 1–9. http://dx.doi.org/10.1155/2014/387637.
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For young children, maternal testimony is an important source of knowledge. Research suggests that children privilege assertions expressed with certainty; however, adults frequently overestimate their knowledge, which may lead them to express certainty about incorrect information. This study addressed three questions. (1) To what extent do mothers convey domain knowledge when talking to their kindergartners? (2) Do mothers successfully calibrate their knowledge during these conversations? (3) Does mothers’ knowledge calibration predict their children’s language outcomes? Forty-nine mother-child dyads read a picture book about a familiar domain. Mothers’ assertions of domain knowledge were coded for accuracy and expressed certainty. Results revealed that mothers tended to overestimate their knowledge. Knowledge calibration accuracy positively predicted child outcomes. Successful calibration was associated with stronger vocabulary knowledge and listening comprehension, whereas poor knowledge calibration was associated with weaker child outcomes. Knowledge calibration may be a crucial factor in the successful transmission of knowledge during mother-child conversations and impact children’s language development.
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Enstad, Nan. "The “Sonorous Summons” of the New History of Capitalism, Or, What Are We Talking about When We Talk about Economy?" Modern American History 2, no. 1 (2019): 83–95. http://dx.doi.org/10.1017/mah.2018.43.
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The tale reads as a classic fall from grace. In the 1960s and 1970s, historians investigated the economy. They were serious and politically relevant. But then the discipline fell to the beguiling ways of cultural and social history. Fractured and fragmented, scholars wandered off like cats into various alleyways, pawed at incomprehensible theories, and lost track of the common reader. There is hope, however, because in the past decade or so a new movement has arisen to lead historians out of the obscure alleyways and back to the main path: the economy, so long neglected.
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D'Alessio, Simona, and Amanda Watkins. "International Comparisons of Inclusive Policy and Practice: Are We Talking about the Same Thing?" Research in Comparative and International Education 4, no. 3 (2009): 233–49. http://dx.doi.org/10.2304/rcie.2009.4.3.233.
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This article has been especially written by the journal Guest Editors as an introduction to key issues in making international comparisons regarding inclusive policy and practice. The authors argue that there is a very real amplification of the methodological problems faced by researchers working in comparative education when they consider the field of special and inclusive education. Two ‘problem’ areas are discussed: (i) the incomparability of terminology – words such as inclusion may or may not have the same meaning when translated into other languages and also other contexts; and (ii) the inherent methodological difficulties within the ‘target’ population of research in inclusive education – pupils with special educational needs are not identified, assessed or offered provision in the same ways within countries. This means that comparisons of approaches within countries are problematic – and comparison of these countries at an international level becomes extremely difficult. Therefore, the key question is exactly what can be usefully compared?
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Whiteley, Sara. "Talking about ‘An Accommodation’: The implications of discussion group data for community engagement and pedagogy." Language and Literature: International Journal of Stylistics 20, no. 3 (2011): 236–56. http://dx.doi.org/10.1177/0963947011413562.
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Community engagement is an important area of development both generally in Higher Education English departments and also in the disciplines of stylistics and cognitive poetics. Though claiming to be concerned with ‘real readers reading literature in the real world’ (Stockwell, 2002: 8), cognitive poetic and stylistic analyses could be biased towards the reading practices of academics (Miall, 2006). As a result, it is becoming increasingly popular for stylisticians to use empirical methods to investigate readers other than the analyst in their discussion of literary effect (e.g. Burke, 2010; Stockwell, 2009; Whiteley, 2011). This article examines extracts from group discussion data collected as part of the ‘Creative Writing in the Community’ project at the University of Sheffield. Five groups of readers were recorded discussing poems by contemporary British poet Simon Armitage. The groups consisted of cognitive poetic researchers, first-year undergraduate English students, and local reading groups respectively. I examine the style and content of their discussions in the light of existing research into the distinctions between ‘professional’ and ‘non-professional’ readers, and consider what the similarities and differences between their discourse could signal for university departments’ engagement with readers both within and outside of the classroom.
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Heath, Malcolm. "Greek Literature." Greece and Rome 63, no. 1 (2016): 116–21. http://dx.doi.org/10.1017/s0017383515000285.
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As Aeschines famously said, phēmē (‘fame’) can't be trusted: that's why ‘famously’ so often prefaces a mistaken report. Karen ní Mheallaigh knows that in Gorgias B23 it is the sophisticated audience which is deceived, and she understands the ‘contractual’ relationship that Gorgias posits between audience and author (e.g. 30, 32, 78). But, making the fatal mistake of calling it ‘Gorgias’ famous dictum’, she hallucinates a reference to madness and says that ‘what is at stake…is the confusion between reality and representation, which is a measure either of the audience's lack of sophistication, or of the artist's supreme skill’ (29). Her invitation to ‘read with imagination, and with pleasure’ (xi) succeeds admirably. Reading her exploration of the self-conscious, extremely sophisticated, and persistently playful fictionality of Lucian (Toxaris, Philopseudes, True Stories) and others (Antonius Diogenes, Dictys and Dares, Ptolemy Chennus) was, for me, an intensely stimulating and pleasurable experience. But the Gorgias aberration was not the only thing that also often made it annoying. ‘The irony that pervades Lucian's work…is not a symptom of exhaustion but of exuberance’ (37): doesn't that state the obvious? ‘Having read Toxaris, it is difficult to read Chaereas and Callirhoe without feeling its improbable storyishness’ (49): is that any less difficult for those who haven't read Toxaris? ‘Is Toxaris a dialogue about friendship, or about fiction?’ (67): the headline answer (‘both: for the theme of friendship is itself entwined with the dynamics of fiction in the dialogue’) is undercut by what follows, which reductively treats the friendship theme as a pretext and pretence (‘in Lucian's work, fiction is almost invariably enjoyed under the pretext of doing or talking about something else, and Toxaris is no exception: it is a dialogue about novelistic narrative, masquerading as a dialogue about friendship’; my emphasis). A fictional speaker's oath ‘compels the reader into acquiescence that the story he is listening to is true’ (68, original emphasis): how is that possible when (given the existence of perjury) even non-fictional oaths don't have that power? Is it true that a ‘constant oscillation between the poles of belief and disbelief…takes place in the reader's mind when (s)he reads fiction’ (70)? The internal audience may be waveringly doubtful about the status of what they are hearing, but sophisticated external audiences of fiction are capable of maintaining a complex attitude free of oscillation. ‘The reader must wonder whether (s)he is him or herself contained within that remote specular image on the Moon, a minute mirror image of a reader and a book, within the very book (s)he is now holding’ (226): that's not the ‘must’ of necessity, since I don't wonder that at all. Am I violating some ‘must’ of obligation? But why should anyone be obliged to wonder anything so daft? I was not disturbed by ‘the disturbing idea that every reality may be a narrative construct, another diegesis in which we are the characters, being surveyed by some remote and unseen reader, perhaps right now’ (225; compare 207), nor unsettled by ‘the unsettling possibility that the real world outside Lucian's text could be just as fictional, if not more so, than the world inside the book’ (230; compare 8). If you are of a nervous disposition, do not read this book: thirty-six occurrences of ‘anxiety’ and ‘anxious’ might make you jittery. Otherwise, read it, enjoy it, and (from time to time) shout at it in frustration.
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Løvland, Anne. "Talking about something real: the concept of truth in multimodal non-fiction books for young people." Prose Studies 38, no. 2 (2016): 172–87. http://dx.doi.org/10.1080/01440357.2016.1232784.
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Buettner, Urs. "Talking about the Weather. Roland Barthes on Climate, Everydayness, the Feeling of Being, and Poetics." Ecozon@: European Journal of Literature, Culture and Environment 11, no. 1 (2020): 27–42. http://dx.doi.org/10.37536/ecozona.2020.11.1.3190.
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The paper reads Rolands Barthes’ considerations on weather and climate in his last lecture cycle La Préparation du Roman by contextualizing its brief remarks with his previous discussions on this topic. Barthes develops a phenomenological concept of climate, showing how experiences of place across the seasons shape certain habits. These manifest in expectations, perceptions, daily routines, and language. However, his particular interest is devoted to the question of how an existential experience of weather in its contingency can be regained. Furthermore, he investigates how poetry tries to capture the uniqueness and singularity of respective weather appearances against the patterns and narratives of the climate sedimented in the language system.
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Milesi, Patrizia, and Augusta Isabella Alberici. "“Frontrunners”: An investigation of the discursive construction of “women politicians” intersectional identity." Europe’s Journal of Psychology 15, no. 3 (2019): 459–78. http://dx.doi.org/10.5964/ejop.v15i3.1557.
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This paper explores how female politicians discursively construct their intersectional identity as “women politicians.” We interviewed 10 female politicians in charge of local political offices and examined how they talked about the boundaries and contents of their “women politicians” identity. When talking about identity boundaries, the interviewees first presented “women politicians” as an exclusive minority within their gender group. Second, they constructed intergroup categorizations by comparing women who meet the requirements to enter politics versus women who do not. When talking about identity contents, the interviewees constructed intergroup categorizations along the ideological axis only. Thus, they overlooked the differences between men and women who share the same ideology while they enhanced the differences among women of different ideologies. Overall, the interviewees constructed their “women politicians” identity as a subordinate identity within their overarching ideological identity rather than as a real intersectional identity. These results are discussed also in terms of discursive de-politicization of the “women politicians” intersectional identity.
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Jasionavičienė, Sandra. "Integrating Web 2.0. Tools “Blog” and “Wiki” into Academic Writing Programme at University." Pedagogika 110, no. 2 (2013): 35–40. http://dx.doi.org/10.15823/p.2013.1816.
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This article presents a new approach towards teaching writing in English. The 21st century learners communicate basically in writing – writing text messages, instant messages, e-mail messages, etc. Every person wants to become and to be an accomplished writer, engaged learner and active participant in the present-day digital and interconnected world. Therefore, educators around the globe started talking about teaching digital writing and the need to change the teaching methods to meet the needs of their learners who are now called digital natives and to reduce the digital divide between teachers and students. That is why, the Web which provides a read-write environment nowadays can be used in the teaching-learning process, especially teaching writing skills. Such Web 2.0 tools as blogs and wikis are seen as providing a great learning space, motivating learners to write and successfully develop their digital writing skills. Besides, these tools provide them with real-life experience, intercultural communication, full participation and interaction not only with the teacher but with other students as well. This way students learn collaboratively which is very important if they want to learn to communicate in the present-day world.
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Li, Guang Long, Xiang Bin Zhu, and Hai Geng. "The Realization of Moving Target Tracking." Applied Mechanics and Materials 389 (August 2013): 770–75. http://dx.doi.org/10.4028/www.scientific.net/amm.389.770.
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This paper is mainly talking about processing, analysis and understanding of video signal in intelligent video surveillance, and we designed an efficient target detection and recognition model. Through the model to detect the target object in motion and then track the detected target. Eventually we achieved real-time monitoring of the unguarded areas. The focus of this article is about how to achieve the moving target tracking in OpenCV (Open Source Computer Vision Library) environment.