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Offering a variety of exercises and activities that can be used with written and recorded dialogues, this book aims to help teachers to develop their students' conversational abilities. The introduction draws on current discourse analysis to identify skills needing to be taught.
"Elegantly written and compellingly argued, Cooren offers up some of the most original theorizing on agency in the communication sciences that we have seen to date. Nonhuman agency does not just "make a difference" in this book. It is a difference that connects, communicates, and brings to life the impossible."-Gail T. Fairhurst, Professor, University of Cincinnati, USA --
This boxed toolkit contains a book with step-by-step guidelines for facilitating meaningful dialogues about diversity and inclusion, and a pack of illustrated cards which serve as an aid for encouraging an open exchange of views.
Transforming Historical Trauma, by David S. Derezotes, helps readers understand the causes and treatment of historical trauma at an individual, group, and community level and demonstrates how a participatory, strengths-based approach can work effectively in its treatment. The first to offer a combination of theory, literature review, and practice knowledge on dialogue, this book begins with a definition of historical trauma and transformation, includes the dialogue necessary to aid in transformation (such as self-care, self-awareness and professional self- development). The author proposes six key models of dialogue practice—psychodynamic, cognitive behavioral, experiential, transpersonal, biological, and ecological—and shows how these models can be used to help transform sociohistorical trauma in clients. He then applies these six dialogue models to five common practice settings, including work with community divides, social justice work, peace and conflict work, dialogues with populations across the lifespan, and community therapy.
This engaging and practical book offers science teacher educators and K-12 science teachers alike the tools to engage in a dialogic mode of collaborative action research (D-CAR), a collaborative mode of action research focused on teachers’ experiences with students, reflection upon these experiences, and peer learning. Renowned science educator Allan Feldman and co-authors from across numerous settings in K-12 science education present the theory, methodology, case studies, and practical advice to support the use of D-CAR as a means to enhance teachers’ normal practice and address the problems, dilemmas, and dissonances that science teachers must negotiate as they work to meet the needs of an increasingly diverse student population and engage with complex science teaching challenges that disproportionately affect marginalized students. The book will be of use to science teacher educators, pre-service and in-service science teachers, professional development specialists, or any science educator invested in developing creative, reflective, and thoughtful teachers.
This book provides a comprehensive introduction to Conversational AI. While the idea of interacting with a computer using voice or text goes back a long way, it is only in recent years that this idea has become a reality with the emergence of digital personal assistants, smart speakers, and chatbots. Advances in AI, particularly in deep learning, along with the availability of massive computing power and vast amounts of data, have led to a new generation of dialogue systems and conversational interfaces. Current research in Conversational AI focuses mainly on the application of machine learning and statistical data-driven approaches to the development of dialogue systems. However, it is important to be aware of previous achievements in dialogue technology and to consider to what extent they might be relevant to current research and development. Three main approaches to the development of dialogue systems are reviewed: rule-based systems that are handcrafted using best practice guidelines; statistical data-driven systems based on machine learning; and neural dialogue systems based on end-to-end learning. Evaluating the performance and usability of dialogue systems has become an important topic in its own right, and a variety of evaluation metrics and frameworks are described. Finally, a number of challenges for future research are considered, including: multimodality in dialogue systems, visual dialogue; data efficient dialogue model learning; using knowledge graphs; discourse and dialogue phenomena; hybrid approaches to dialogue systems development; dialogue with social robots and in the Internet of Things; and social and ethical issues.
This book brings together leading edge scholarship and emerging approaches to conflict transformation from a communication perspective. It illustrates the centrality of communication in analyzing, understanding, and creating transformation in community, environmental, regional, and global conflicts.
With her theory of Language as Dialogue, Edda Weigand has opened up a new and promising perspective in linguistic research and its neighbouring disciplines. Her model of competence-in-performance solved the problem of how to bridge the gap between competence and performance and thus substantially shaped the way in which people look at language today. This book traces Weigand s linguistic career from its beginning to today and comprises a selection of articles which take the reader on a vivid and fascinating journey through the most important stages of her theorizing. The initial stage when a model of communicative competence was developed is followed by a gradual transition period which finally resulted in the theory of the dialogic action game as a mixed game or the Mixed Game Model. The articles cover a wide range of linguistic topics including, among others, speech act theory, lexical semantics, utterance grammar, emotions, the media, rhetoric and institutional communication. Editorial introductions give further information on the origin and theoretical background of the articles included."
The 'rediscovery' in sixteenth-century Italy of Aristotle's Poetics marks a crucial moment in the development of Western thought about literature, for the flood of new and controversial works that accompanied this event laid the foundations of modern literary criticism and theory. This is a study of the main literary theories of the late Italian Renaissance that seek to define a poetics of dialogue. The author contends that dialogue - among the most popular of all prose forms in Italy to develop a new theory of literature, because it seems to subvert the conventional Renaissance understanding of what is 'literary' and what is not. With its close ties to dialectic and to Platonic philosophy on the one hand, and its equally vital links to imaginative fiction on the other, dialogue in the Renaissance stands at the crossroads of the discourses of cognition and fiction. Writing the Scene of Speaking examines the different solutions offered by sixteenth-century Italian theorists to the problem posed by the hybrid textuality of dialogue, and sets them in the context of a culture in a dramatic state of transition.
