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Artigos de revistas sobre o tema "Process-oriented dialogue"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 20 de fevereiro de 2023

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1

Krysak, Larisa. "STRUCTURE AND COMPOSITION OF ENGLISH PROFESSIONALLY ORIENTED DIALOGUE OF PROSPECTIVE PHYSICIANS." АRS LINGUODIDACTICAE, no. 2 (2018): 55–63. http://dx.doi.org/10.17721/2663-0303.2018.2.07.

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Background. English professionally oriented dialogue is an integral part of medical professional sphere. It is closely connected to professional responsibilities and professional competence in medicine. English professionally oriented medical dialogue is a complex, multi-faceted process of workplace communication between a doctor and a patient arising from the needs of professional medical practice. It includes perception and understanding of the patient’s needs, information analysis and specific professional interaction between physicians and patients. Purpose. The current paper aims to analy

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Konchovych, K. T. "THE DEVELOPMENT OF DIALOGUE CULTURE IN THE CONTEXT OF A PERSON ORIENTED PEDAGOGICAL PROCESS." International scientific journal «Education and Science», no. 24(1) (2018): 123–27. http://dx.doi.org/10.31339/2617-0833-2018-24(1)-123-127.

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Xiang, Lu, Junnan Zhu, Yang Zhao, Yu Zhou, and Chengqing Zong. "Robust Cross-lingual Task-oriented Dialogue." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 6 (November 30, 2021): 1–24. http://dx.doi.org/10.1145/3457571.

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Cross-lingual dialogue systems are increasingly important in e-commerce and customer service due to the rapid progress of globalization. In real-world system deployment, machine translation (MT) services are often used before and after the dialogue system to bridge different languages. However, noises and errors introduced in the MT process will result in the dialogue system's low robustness, making the system's performance far from satisfactory. In this article, we propose a novel MT-oriented noise enhanced framework that exploits multi-granularity MT noises and injects such noises into the d

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Klyatska, H. M. "COOPERATION BETWEEN TEACHERS AND STUDENTS AS BASIS OF PERSONALITY-ORIENTED TEACHING." Educational Dimension 3 (May 19, 2022): 59–67. http://dx.doi.org/10.31812/educdim.5048.

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The article examines the problem of cooperation o f a teacher and pupils as a basis of personally oriented teaching. The reasons o f a low-level of pupils' cognitive, creative activity in the educational process are studied. Special attention is paid to dialogic teaching, which lies in the basis of cooperation of a teacher and pupils, and to the requirements of the organization of educational dialogue.

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Дейкина, Алевтина, Alevtina Deykina, Е. Толмачева, and E. Tolmacheva. "Dialogue as an Efficient Tool to Learn Russian as a Foreign Language." Scientific Research and Development. Modern Communication Studies 8, no. 2 (April 26, 2019): 63–67. http://dx.doi.org/10.12737/article_5cb6e0c3806094.38990505.

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The article focusses on the criteria of educational dialogue and the specificity of a problem-solving dialogue. The case study of an adult classroom, starting from the beginners up to intermediate B1 level, is to illustrate the education process through dialogue (dialoguization of the study) as the most efficient and result-oriented one in teaching/learning Russian as a foreign language.

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Golota, N. "Dialogic technologies as a component of future teachers’ practice-oriented training." Pedagogical education: theory and practice. Psychology. Pedagogy 1, no. 37 (2022): 47–53. http://dx.doi.org/10.28925/2311-2409.2022.377.

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The article analyzes the peculiarities of the use of dialogue technologies in the educational process of higher education as an integral part of personal and professional development of future teachers. Types of dialogue technologies are considered, the interrelation of such types of dialogue as dialogue of subjects and dialogue of spheres of professional activity in the context of teacher training is substantiated. The following stages of development of dialogical interaction in work with future educators of preschool institutions and primary school teachers are distinguished, as: motivationa

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Park, Jeiyoon, Chanhee Lee, Chanjun Park, Kuekyeng Kim, and Heuiseok Lim. "Variational Reward Estimator Bottleneck: Towards Robust Reward Estimator for Multidomain Task-Oriented Dialogue." Applied Sciences 11, no. 14 (July 19, 2021): 6624. http://dx.doi.org/10.3390/app11146624.

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Despite its significant effectiveness in adversarial training approaches to multidomain task-oriented dialogue systems, adversarial inverse reinforcement learning of the dialogue policy frequently fails to balance the performance of the reward estimator and policy generator. During the optimization process, the reward estimator frequently overwhelms the policy generator, resulting in excessively uninformative gradients. We propose the variational reward estimator bottleneck (VRB), which is a novel and effective regularization strategy that aims to constrain unproductive information flows betwe

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Majewska, Olga, Evgeniia Razumovskaia, Edoardo M. Ponti, Ivan Vulić, and Anna Korhonen. "Cross-Lingual Dialogue Dataset Creation via Outline-Based Generation." Transactions of the Association for Computational Linguistics 11 (2023): 139–56. http://dx.doi.org/10.1162/tacl_a_00539.

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Abstract Multilingual task-oriented dialogue (ToD) facilitates access to services and information for many (communities of) speakers. Nevertheless, its potential is not fully realized, as current multilingual ToD datasets—both for modular and end-to-end modeling—suffer from severe limitations. 1) When created from scratch, they are usually small in scale and fail to cover many possible dialogue flows. 2) Translation-based ToD datasets might lack naturalness and cultural specificity in the target language. In this work, to tackle these limitations we propose a novel outline-based annotation pro

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Zhou, Yangyang, and Fuji Ren. "CERG: Chinese Emotional Response Generator with Retrieval Method." Research 2020 (September 7, 2020): 1–8. http://dx.doi.org/10.34133/2020/2616410.

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The dialogue system has always been one of the important topics in the domain of artificial intelligence. So far, most of the mature dialogue systems are task-oriented based, while non-task-oriented dialogue systems still have a lot of room for improvement. We propose a data-driven non-task-oriented dialogue generator “CERG” based on neural networks. This model has the emotion recognition capability and can generate corresponding responses. The data set we adopt comes from the NTCIR-14 STC-3 CECG subtask, which contains more than 1.7 million Chinese Weibo post-response pairs and 6 emotion cate

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Shevtsova, Olena. "ARTISTIC AND CREATIVE ENVIRONMENT IN THE PROCESS OF FORMATION OF MUSIC-PERFORMANCE COMPETENCE OF THE FUTURE TEACHER OF MUSIC ART." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 145–49. http://dx.doi.org/10.36550/2415-7988-2021-1-195-145-149.

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The article substantiates the pedagogical conditions determined by the essence and content of musical performance activity of the future teachers of musical art. The effective pedagogical condition is the creation of art-creative environment, which integrates competence and personality oriented scientific approaches and is based on the principle of art-pedagogical dialogue. The scientific analysis of the investigated problem allowed determining the pedagogical conditions, which are determined by the essence and content of professional training, peculiarities of art education and allow effectiv

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Vychrushch, Vira. "EDUCATIONAL DIALOGUE IN MODERN HIGHER EDUCATION: PSYCHODIDACTIC CONTEXT." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 44–47. http://dx.doi.org/10.24144/2524-0609.2022.50.44-47.

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In the article the issue of organization of educational dialogue is covered in the plane of dialogicity and imperativeness, which determines its relevance. In the process of theoretical research based on content analysis it was found that in the edification of educational activities, educational dialogue can be considered from the standpoint of dialogue as one of the levels of interpersonal interaction, which is broader in content than communication, and as forms of teacher-student communication / professional training. An attempt is made to expand the idea of the possibilities of educational

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Huang, Xinting, Jianzhong Qi, Yu Sun, and Rui Zhang. "MALA: Cross-Domain Dialogue Generation with Action Learning." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (April 3, 2020): 7977–84. http://dx.doi.org/10.1609/aaai.v34i05.6306.

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Response generation for task-oriented dialogues involves two basic components: dialogue planning and surface realization. These two components, however, have a discrepancy in their objectives, i.e., task completion and language quality. To deal with such discrepancy, conditioned response generation has been introduced where the generation process is factorized into action decision and language generation via explicit action representations. To obtain action representations, recent studies learn latent actions in an unsupervised manner based on the utterance lexical similarity. Such an action l

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Delpit, Lisa. "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children." Harvard Educational Review 58, no. 3 (September 1, 1988): 280–99. http://dx.doi.org/10.17763/haer.58.3.c43481778r528qw4.

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Lisa Delpit uses the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the educational environment in particular. She analyzes five complex rules of power that explicitly and implicitly influence the debate over meeting the educational needs of Black and poor students on all levels. Delpit concludes that teachers must teach all students the explicit and implicit rules of power as a first step toward a more just society. This article is an edited version of a speech present

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Delpit, Lisa. "Skills and Other Dilemmas of a Progressive Black Educator." Harvard Educational Review 56, no. 4 (December 1, 1986): 379–86. http://dx.doi.org/10.17763/haer.56.4.674v5h1m125h3014.

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In this article the author reflects on her practice as a teacher and as a teacher of teachers. Arguing from her perspective as a product of the skills-oriented approach to writing and as a teacher of the process-oriented approach to writing, she describes the estrangement many minority teachers feel from the progressive movement. Her conclusions advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.

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Shuai, Yin, and A. S. Yuschenko. "Dialogue System of Controlling Robot Based on the Theory of Finite-State Automata." Mekhatronika, Avtomatizatsiya, Upravlenie 20, no. 11 (November 7, 2019): 686–95. http://dx.doi.org/10.17587/mau.20.686-695.

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The article discusses the system of dialogue control manipulation robots. The analysis of the basic methods of automatic speech recognition, speech understanding, dialogue management, voice response synthesis in dialogue systems has been carried out. Three types of dialogue management are considered as "system initiative", "user initiative" and "combined initiative". A system of object-oriented dialog control of a robot based on the theory of finite state machines with using a deep neural network is proposed. The main difference of the proposed system lies in the separate implementation of the

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van Dijk, Alieke M., Tessa H. S. Eysink, and Ton de Jong. "Supporting Cooperative Dialogue in Heterogeneous Groups in Elementary Education." Small Group Research 51, no. 4 (October 14, 2019): 464–91. http://dx.doi.org/10.1177/1046496419879978.

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Literature agrees that learning in heterogeneous groups could benefit from support that structures the cooperative process, but has been inconclusive as to what this support should look like. This study investigated the effects of a worksheet that structured a heterogeneous cooperative process. The worksheet addressed the elements of social interdependence theory. Fourth to sixth graders ( n = 136) worked cooperatively in 34 heterogeneous groups of four, either with or without the worksheet. Results showed that heterogeneous cooperation benefited from the worksheet. Group members with the work

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Aceta, Cristina, Izaskun Fernández, and Aitor Soroa. "KIDE4I: A Generic Semantics-Based Task-Oriented Dialogue System for Human-Machine Interaction in Industry 5.0." Applied Sciences 12, no. 3 (January 24, 2022): 1192. http://dx.doi.org/10.3390/app12031192.

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In Industry 5.0, human workers and their wellbeing are placed at the centre of the production process. In this context, task-oriented dialogue systems allow workers to delegate simple tasks to industrial assets while working on other, more complex ones. The possibility of naturally interacting with these systems reduces the cognitive demand to use them and triggers acceptation. Most modern solutions, however, do not allow a natural communication, and modern techniques to obtain such systems require large amounts of data to be trained, which is scarce in these scenarios. To overcome these chall

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Ivanova, L., and E. Lukomskaya. "The Strategy of Teaching Dialogic Foreign language Communication at Non linguistic Universities." Scientific Research and Development. Modern Communication Studies 11, no. 6 (December 14, 2022): 59–67. http://dx.doi.org/10.12737/2587-9103-2022-11-6-59-67.

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The article deals with the phenomenon of dialogical speech activity in foreign language. Much attention is given to the notion of dialogic communication. A number of definitions of the dialogue are given. The article features communicative interaction. The key functions of dialogical speech communication are described. The article presents the main type of dialogue among which the authors highlight the ones of great importance for students to master professionally-oriented foreign language communication. Fundamental characteristics of dialogic discourse are analyzed. The article provides the d

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Lin, Zhaojiang, Andrea Madotto, Yejin Bang, and Pascale Fung. "The Adapter-Bot: All-In-One Controllable Conversational Model." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 18 (May 18, 2021): 16081–83. http://dx.doi.org/10.1609/aaai.v35i18.18018.

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In this paper, we present the Adapter-Bot, a generative chat-bot that uses a fixed backbone conversational model such as DialGPT (Zhang et al. 2019) and triggers on-demand dialogue skills via different adapters (Houlsby et al. 2019). Each adapter can be trained independently, thus allowing a continual integration of skills without retraining the entire model. Depending on the skills, the model is able to process multiple knowledge types, such as text, tables, and graphs, in a seamless manner. The dialogue skills can be triggered automatically via a dialogue manager, or manually, thus allowing

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Korol, Andrey D. "Informatization of education and person - oriented principle: how to teach everyone in a similar way but differently." Pedagogika 114, no. 2 (June 10, 2014): 64–73. http://dx.doi.org/10.15823/p.2014.005.

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The contents of the given article reveals pedagogical basics of dialogization of student’s education due to informational educational technologies, development of heuristics student’s skills to realize the personal approach in education. The person-oriented sense of telecommunications in the educational process is the opportunity for the pupil to create “one’s own” in the dialogue with “other people’s”, to develop an individual educational path.

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Yatsula, Tetiana. "Theoretical Principles of Creating a Subject-Subject Relationship Between Teacher and Students as a Basis for Creative Cooperation." Bulletin of Luhansk Taras Shevchenko National University 2, no. 6 (344) (2021): 220–28. http://dx.doi.org/10.12958/2227-2844-2021-6(344)-2-220-228.

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The article considers the essence of subject – subject relationship. The author proved that creative cooperation, interaction, in which is based on the subject-subject relationship, aimed at a deeper reflection of one's own world and its enrichment with the world of another person. The analysis presented by the author allows us to understand the value of subject-subject relationships for the teacher as his ability to be a significant person in the development of the future specialist. In this context, creative cooperation, the teacher's relationship with students is a value-meaning-oriented ac

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Purbani, Kamalia. "Collaborative planning for city development. A perspective from a city planner." Przegląd Naukowy Inżynieria i Kształtowanie Środowiska 26, no. 1 (April 14, 2017): 136–47. http://dx.doi.org/10.22630/pniks.2017.26.1.12.

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A number of definitions related to collaborative governance have been developed since early 2000. The common characteristics of collaborative governance are, among others, policy consensus, community visioning, consensus rule-making, and collaborative network structures. Collaborative planning is a new paradigm of planning for a complex contemporary society through which it encourages people to be engaged in a dialogue in a situation of equal empowerment and shared information to learn new ideas through mutual understanding, to create innovative outcomes and to build institutional capacity. Th

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Van Borek, Sarah. "An Arts-Based Praxis Process of Building Towards a Relational Model of Curriculum Oriented Towards." Journal of Decolonising Disciplines 1, no. 2 (February 20, 2021): 6–51. http://dx.doi.org/10.35293/jdd.v1i2.35.

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A PhD student shares part of her arts-based praxis process of developing a relational model of curriculum oriented towards reconciliation in Canada and South Africa by reflecting on a pilot course she offered at a university in Canada in 2018. This site-specific, media arts-based environmental education is intended for universities committed to walking the talk of decolonising education. Centered around water as a mirror of the state of our social relations and democracy, which it seeks to transform, the curriculum also facilitates public education and dialogue around the importance of healthy

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Gambetti, Rossella C., T. C. Melewar, and Kelly D. Martin. "Guest Editors’ Introduction: Ethical Management of Intangible Assets in Contemporary Organizations." Business Ethics Quarterly 27, no. 3 (July 2017): 381–92. http://dx.doi.org/10.1017/beq.2017.21.

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ABSTRACT:This essay explains how intangible asset management oriented toward enhancing corporate performance increasingly embeds ethical concerns, primarily to address stakeholder expectations. We discuss how ethical dimensions in intangible asset management may be co-constructed and intertwined in organization-stakeholder interactions to generate collaborative meaning making according to a stakeholder-centric view of the firm. In so doing, we adopt an ethical view that acknowledges that stakeholders beyond the firm have equal status and agency to engage in a social construction process of int

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Yudina, Olga, Rita Vyazova, and Liudmyla Kompaniiets. "FOREIGN LANGUAGE TRAINING OF HIGHER EDUCATION APPLICANTS FOR PROFESSIONALLY ORIENTED INTERCULTURAL COMMUNICATION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 173–76. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-173-176.

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The article deals with the problem of foreign language training of students of non-core specialties for professionally oriented intercultural communication taking into account the peculiarities of the process of communicative intercultural interaction. Psychological factors that affect the effectiveness of foreign language intercultural communication are analyzed. The specifics of the process of foreign language intercultural communication and the features of the development of a new cultural consciousness, or secondary linguistic personality are described. The socio-psychological precondition

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Rudnick, Abraham, Priya Subramanian, Hazel Meredith, and Juna Lea Cizman. "Involving Disadvantaged People in Dialogue: Arguments and Examples from Mental Health Care." Journal of Dialogue Studies 2, no. 2 (2014): 93–108. http://dx.doi.org/10.55207/xgzx1031.

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This paper examines the theoretical and practical basis for engaging in dialogue with very disadvantaged people. Using a selective literature review, conceptual analysis, and clinical examples, we explore the reasonable limits of dialogue with disadvantaged populations in order to better understand dialogue, as well as to explore ways to effectively involve disadvantaged people in dialogue. Although people with serious mental illness represent only one very disadvantaged population, we suggest that examining dialogue with this population can serve as a test case for dialogue with disadvantaged

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Grill, Christina, Gunnar Ahlborg Jr, Ewa Wikström, and Eva-Carin Lindgren. "Multiple balances in workplace dialogue: experiences of an intervention in health care." Journal of Workplace Learning 27, no. 4 (May 11, 2015): 267–81. http://dx.doi.org/10.1108/jwl-07-2013-0047.

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Purpose – This paper aims to illuminate and analyse the participants’ experiences of the influences of a dialogue intervention. Cooperation and coordination in health care require planning of dialogically oriented communication to prevent stress and ill health and to promote health, well-being, learning and efficiency in the organisation. Design/methodology/approach – An intervention method based on dialogue theory, with Socratic provocations and concrete workplace examples enhanced authenticity of conversations. A qualitative study, using qualitative content analysis, entailed interviews with

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Batishcheva, Ekaterina. "On the issue of communicative-interactive training of foreign students in the context of a dialogue of cultures." Man and Education, no. 2 (63) (2020): 103. http://dx.doi.org/10.54884/s181570410020789-2.

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The problem of forming intercultural communication in the process of teaching Russian as a foreign language is the subject of lively discussions and requires more detailed study. The article addresses the topics: the introduction of modern forms and methods of interactive activities in the process of mastering a foreign language, realization of personality oriented approach to working with students, development of new materials in the form of discussion on the colloquial practice.

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Tanana, Svitlana, and Olena Serhiychuk. "FORMING OF READINESS OF FUTURE TEACHERS OF FOREIGN LANGUAGES TO DIALOGUE COMMUNICATION IN PROFESSIONAL ACTIVITY." Scientia et societus 2, no. 2 (November 30, 2022): 44–51. http://dx.doi.org/10.31470/2786-6327/2022/2/44-51.

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The pedagogical conditions of formation of readiness of future teachers of foreign languages to dialogue communication in professional activity are determined and described in the article. The communication is an important of socio-psychological aspect of any activity, because as in process and only through communication, it is the true essence is revealed personality is proved in it. It was found that the readiness for dialogue communication is integrative quality of the personality of the professional (future teacher of foreign language), which consists in the active formation of the necessa

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Khovrak, Inna. "The role of communication tools of the corporate social responsibility strategy for building effective dialogue with stakeholders." Ukrainian society 2019, no. 3 (2019): 92–106. http://dx.doi.org/10.15407/socium2019.03.092.

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Communication on Corporate Social Responsibility (CSR) can be based on unilateral communication, in which stakeholders are “passive listeners”. However, more effective is a bilateral interaction that engages stakeholders in the communication process while developing and implementing a CSR strategy, enabling establishment of the dialogue. That is why the objective of the study is to reasonably expose the impact of the communication toolkit of implementing the CSR strategy on establishing dialogue with stakeholders. The author develops an algorithm for organizing a stakeholder communication proc

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Ulzytuyeva, Alexandra, Tatiana Voronchenko, and Nina Vinogradova. "DEFINING CRITERIA FOR EVALUATING CULTURAL AND DIALOGIC DEVELOPMENT OF BILINGUAL PRESCHOOLERS." CBU International Conference Proceedings 4 (September 22, 2016): 372–77. http://dx.doi.org/10.12955/cbup.v4.782.

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This paper examines an issue of cultural and dialogical development of bilingual children. The preschooler period is an essential time for learning a second language and forming ethnical and cultural components of education. The need for bicultural and bilingual education is urgent and vivid in Transbaikal Siberia region of Russian Federation as it is a multinational territory. Russian is the official language, and numerous members of the indigenous group of Buryat speak Buryat (minority) language. The study focuses on the Transbaikal Agin-Buryat preschooler institutions. Linguistic, cultural,

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Зарічна, Олена. "Discourse Representation of Dialogic Principles in Teacher-Learner Communication." East European Journal of Psycholinguistics 3, no. 1 (June 30, 2016): 150–61. http://dx.doi.org/10.29038/eejpl.2016.3.1.zar.

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This article presents a consideration of the problem of discourse representation of pedagogic dialogue in teacher-learner interactions. The functional parameters inherent in the pedagogical process condition an understanding of pedagogic dialogue as a personality-centered type of communication based on the principles of value oriented treatment, alterocentrism, personal inclusion, metaposition of the teacher, personal authenticity and thereby distinguished from the liberal and democratic paradigm. As a special challenge for this study there has been elaborated a scheme of dialogic discourse sp

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Chang, Albert, Mei Si, Samuel Chabot, Jonathan Mathews, Tomek Strzalkowski, and Jonas Braasch. "A spatially-aware dialogue system for immersive classrooms." Journal of the Acoustical Society of America 151, no. 4 (April 2022): A132. http://dx.doi.org/10.1121/10.0010883.

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Dialogue systems have become a popular research medium as recent advances in task-oriented and open-domain systems combined with deep learning technologies have increased the potential for practical applications across many disciplines. One such vein of applications involves multi-modal dialogue systems deployed in interactive spaces that seek to provide an immersive experience for participants. This project proposes a combination of spatial awareness with a multi-modal, immersive dialogue system as a potential interactive medium to provide an additional layer of immersion. The system employs

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Pülzl, Helga, and Doris Wydra. "The Evaluation of the Implementation of Sustainability Norms." International Journal of Social Ecology and Sustainable Development 2, no. 1 (January 2011): 31–43. http://dx.doi.org/10.4018/jsesd.2011010103.

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Since the Brundtland report the world is still struggling to solve the riddle of sustainability. If there is no “blueprint” for implementing sustainable development, the practical meaning has to emerge out of an interactive process of social dialogue and reflection. Sustainability therefore goes through a constant process of redefinition and interpretation. This question of values and different approaches to implementation becomes particularly important when decision-making and the evaluation of the implementation is taking place in different fora. According to the dominant paradigm the policy

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Vietienė, Inesa. "EXPRESSION OF DIALOGUE BETWEEN CHILD AND ADULT IN PRE-SCHOOL: THEORETICAL ASPECT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 354. http://dx.doi.org/10.17770/sie2017vol2.2341.

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As economic, social and political conditions are rapidly changing and information and communication technologies are constantly developing, the approach towards the child and his education in childhood is changing in a modern society too. Child education is based on the mutual dialogue between child and adult which is often interpreted in the context of communication theory by addressing the question on the ways and forms of conveying information as well as by searching for the possibilities of correct and effective communication. A deeper understanding of dialogue expression is supplemented a

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Chen, Li. "Exploration of Development Strategies of the Music Education in Secondary School from the Perspective of Post-Philosophical Culture." SHS Web of Conferences 157 (2023): 03027. http://dx.doi.org/10.1051/shsconf/202315703027.

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Since the 1960s and 1970s, the aesthetic-centered music education system in Secondary School has been increasingly mature, while the post-philosophical culture has brought about an obvious impact on the ideas of music education in Secondary School. From the post-philosophical cultural perspective, it is important for us to reflect on the return of music education in Secondary School to the world of life, to explore the practical philosophical tendency of music education, to emphasize the pursuit of pluralistic dialogue, and to promote the integration of multiple cultures. In the specific imple

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Sreedharan, Sarath, Tathagata Chakraborti, Christian Muise, Yasaman Khazaeni, and Subbarao Kambhampati. "– D3WA+ – A Case Study of XAIP in a Model Acquisition Task for Dialogue Planning." Proceedings of the International Conference on Automated Planning and Scheduling 30 (June 1, 2020): 488–97. http://dx.doi.org/10.1609/icaps.v30i1.6744.

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Recently, the D3WA system was proposed as a paradigm shift in how complex goal-oriented dialogue agents can be specified by taking a declarative view of design. However, it turns out actual users of the system have a hard time evolving their mental model and grasping the imperative consequences of declarative design. In this paper, we adopt ideas from existing works in the field of Explainable AI Planning (XAIP) to provide guidance to the dialogue designer during the model acquisition process. We will highlight in the course of this discussion how the setting presents unique challenges to the

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Han, Sang-Jin, Young-Hee Shim, and Young-Do Park. "Cosmopolitan Sociology and Confucian Worldview: Beck’s Theory in East Asia." Theory, Culture & Society 33, no. 7-8 (November 9, 2016): 281–90. http://dx.doi.org/10.1177/0263276416672535.

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This article aims at an active dialogue between Ulrich Beck and East Asia with respect to cosmopolitan imagination. Beck’s cosmopolitan sociology requires a reflective cosmopolitan publicness to cope with various kinds of global risks. We therefore extract three different layers of publicness from neo-Confucianism – survival-oriented, deliberative, and ecological – and argue that Beck’s cosmopolitan vision can be better conceptualized when properly linked to, or founded upon, the Tianxiaweigong normative potentials of neo-Confucianism. In so doing our intention is to make Beck’s implicit (Asia

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Savchak, I. V. "TEACHING INTERNATIONAL RELATIONS EXPERTS ENGLISH DIALOGUE COMMUNICATION." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 221–30. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-221-230.

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In the article it is noted that Ukraine's entry into the world community is a clear indication of the urgent need for professionals able to possess not only professional qualities, but also knowledge of a foreign language, therefore foreign language training should become a priority task of higher education. The methodology of training international relations specialists to the English dialogue communication has been characterized. The interaction of competitive, cognitive-communicative, personal and professional-oriented approaches to learning has been analyzed. The basic principles (general-

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Johann, Maria Regina. "Art, experience and alterity: reflections in the horizon of ethical and aesthetic education." Revista Tempos e Espaços em Educação 14, no. 33 (March 17, 2021): e15315. http://dx.doi.org/10.20952/revtee.v14i33.15315.

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Oriented by the theoretical perspective of philosophical hermeneutics, this text addresses the ethical and aesthetic dimension of education, and it has the arts teaching as a reflexive field, emphasizing the artistic experience as a possibility for knowledge and self-awareness beyond the instrumental rationality frameworks. I emphasize, therefore, the artistic experience as an opportunity of (re) approximation among the student, the work and the artist as a way of self-investigation in the field of authorship, with reference to the experimentation of the artistic game and the tensions of the c

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Kyrychenko, Olena. "CULTURAL DIALOGUE IN MODERN ART AS A WAY TO UNDERSTANDING A NEW ARTISTIC REALITY." Academic Notes Series Pedagogical Science 1, no. 204 (June 2022): 134–37. http://dx.doi.org/10.36550/2415-7988-2022-1-204-134-137.

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The article is devoted to the actual problem of identifying ways of cultural dialogue in modern art. The relevance of the topic is explained primarily by the complexity of the perception of the works of modern artists by an unprepared viewer. The author considers how this process took place at different stages of updating the artistic language of art. Four main chronological periods are proposed for consideration; in each of them the ways of cultural dialogue with archaic and classical pictorial traditions are considered. The author emphasizes that despite the manifest refusal of avant-garde a

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Law, Ho, and Natalie Basil. "Reflections on Vera and Tree of Life: Multi-reflexivity, meta-narrative dialogue for Transpersonal Research." Transpersonal Psychology Review 18, no. 2 (2016): 32–57. http://dx.doi.org/10.53841/bpstran.2016.18.2.32.

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This Paper aims to explore the possibility of understanding the meaning of ‘transpersonal’ through the reflexivity in a research process that involves peer researchers completing the work of a late researcher’s project using a mixed method of autoethnography, multi-reflexivity and narrative oriented inquiry. The transpersonal enquiry arises from the untimely death of the key researcher of the Tree of Life project which had a profound impact upon the research process and the team. It created a special (transpersonal?) layer on the co-researchers’ reflexivity when analysing the transcripts of th

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AYDIN, Ali Fikret. "CONSENSUS ORIENTED PUBLIC RELATIONS AS A SOCIAL THEORETICAL APPROACH." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (April 15, 2021): 401–17. http://dx.doi.org/10.46291/zfwt/130120.

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Consensus-oriented public relations, which is considered within the social theoretical approach, is a model developed by Roland Burkart. The basic point on which the model is based is the concept of "consensus" mentioned by Habermas in his communicative action theory. Achieving consensus in communicative action depends on the efforts of the parties to understand each other. However, it is important to ensure equal conditions in the communication process and to create a democratic discussion environment. Thus, it may be possible to reach an consensus between institutions and target audiences in

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Lagerin, Annica, Lena Törnkvist, and Ingrid Hylander. "District nurses’ experiences of preventive home visits to 75-year-olds in Stockholm: a qualitative study." Primary Health Care Research & Development 17, no. 05 (December 1, 2015): 464–78. http://dx.doi.org/10.1017/s1463423615000560.

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AimsThis study had two aims: to describe the dialogue between district nurses (DNs) and older people in preventive home visits (PHVs) from the perspective of the DNs, and to identify barriers to and facilitators of this dialogue as perceived by the DNs.BackgroundThe number of older people is rapidly increasing in all western countries, and as people’s age increases, the probability that they will have multiple diseases also increases. Planned actions are therefore needed to promote health and prevent diseases among older people so they can remain in good health and live in their homes for as l

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Shabaaiti, Yilihamu. "Ethno-oriented learning in the system of methodology of teaching RFL." KANT 39, no. 2 (June 15, 2021): 441–46. http://dx.doi.org/10.24923/2222-243x.2021-39.78.

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The purpose of the study is to identify the main characteristics and conditions for the implementation of the ethno-oriented approach in teaching Russian as a foreign language (RFL) to foreign students. The article discusses the essence of the ethno-oriented approach to teaching RFL, which is relevant for modern Russian methods. The complexity of this approach and the need to comply with a whole range of conditions in the teaching process are noted. The scientific novelty of the research lies in the identification of these conditions: taking into account the principle of the dialogue of cultur

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López-Rodríguez, María D., Javier Cabello, Hermelindo Castro, and Jaime Rodríguez. "Social Learning for Facilitating Dialogue and Understanding of the Ecosystem Services Approach: Lessons from a Cross-Border Experience in the Alboran Marine Basin." Sustainability 11, no. 19 (September 24, 2019): 5239. http://dx.doi.org/10.3390/su11195239.

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Social learning (SL) appears to have considerable potential to enhance the impact of the ecosystem services approach (ESA) discourse on policy and society. However, empirical research to better understand the processes that support SL, the effects it generates, and the conditions that enable such learning is limited. This study assesses the ability of SL to enhance dialogue and understanding of the ESA to support transformative social change in governance practice in the Alboran Marine Basin. To do so, we conducted a specifically designed SL process oriented towards the ESA as a governance app

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Kameneva, Irina. "The actual questions of the realization of the personality-oriented educational paradigm in the context of digitalization." E3S Web of Conferences 273 (2021): 12060. http://dx.doi.org/10.1051/e3sconf/202127312060.

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In the context of digitalization, the existing educational paradigms are being transformed. Transformational processes are associated with the solution of essential problems at key nodes that are significant for the construction of the entire paradigmatic series. As such, the nodes in this study, the values, goals, and results of education, the content of education were considered, and the issues of implementation of the student-centered educational paradigm that was relevant for them in the context of digitalization were identified. The most important are the questions about the image of a pe

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PETRYK, K. Y. "ACTIVITY DOMINANT OF PRACTICE-ORIENTED PREPARATION OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE ORGANIZATION OF INTERACTIVE EDUCATIONAL INTERACTION OF STUDENTS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 132–41. http://dx.doi.org/10.31494/2412-9208-2021-1-3-132-141.

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In the article reveals the features of the activity dominant of practice-oriented of preparation of future primary school teachers for organization of interactive educational interaction of students and highlights its effective components: the creation of a student-centered environment in the process of preparation of future primary school teachers for organization of interactive educational interaction of students (overcoming the inertia of thinking, moving to a new level of building relationships between participants in the educational process, in particular providing a pedagogical partnersh

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Iszatt-White, Marian, Steve Kempster, and Brigid Carroll. "An educator’s perspective on reflexive pedagogy: Identity undoing and issues of power." Management Learning 48, no. 5 (July 10, 2017): 582–96. http://dx.doi.org/10.1177/1350507617718256.

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This article looks at reflexive pedagogical practice and the ‘identity undoing’ that such practice demands from educators. Such identity undoing is found to have strong connections to the impact on identity of power relations, resistance and struggle. A dialogic ‘testimonio’ approach is adopted tracing two of the authors’ experiences of attempting to introduce a reflexive pedagogy within a structured, accredited learning intervention. This approach analyses educators’ own reflexive dialogue to make visible the assumptions and tensions that are provoked between educators and students in a refle

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R. Mawardi, Didiek. "FUNGSI HUKUM DALAM KEHIDUPAN MASYARAKAT." Masalah-Masalah Hukum 44, no. 3 (July 23, 2015): 275. http://dx.doi.org/10.14710/mmh.44.3.2015.275-283.

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The function of law as a means to achieve social justice , the reality in the life of society , there has been a shift in values and or cultural order , ignorance of the norm of honesty , the degrdation of the feeling of shame , nor loss of trust in the legal and law enforcement , compliance with laws decreased, causing law dysfunction . The problem that arises is why the function of the law has not been fully realized and how to optimize the function of law in society. There is no other option , that the substance of the law and arbitrate should significantly oriented and argue the morality t

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