Over the past two decades,dialogic accounting research has evolved into a distinct field,expanding into what is now recognized as critical dialogic accounting and accountability(CDAA).The integration of critical dialo...Over the past two decades,dialogic accounting research has evolved into a distinct field,expanding into what is now recognized as critical dialogic accounting and accountability(CDAA).The integration of critical dialogic accounting and accountability acknowledges the growing need to recognize diverse pathways within accounting practices,emphasizing the representation of marginalized perspectives,engagement with power dynamics,and the analysis of conflicts,particularly in the context of societal and environmental impacts.Based on these assumptions,the Integrated Popular Reporting(IPR)is intended as a useful practical dialogic tool designed to impartially represent the viewpoints of different stakeholders.The focus extends beyond traditional dialogic accounting,integrating a newer critical lens that explores the implications of digital technology in the reporting process.To explore these advancements,the study investigates the implementation of the City of Bari’s 2020 Integrated Popular Reporting.Leveraging tools such as Talkwalker and employing a longitudinal,interventionist approach along with semi-structured interviews,the study assesses the effects of digital technologies on the dialogic accounting process.The analysis shows that the use of digital technologies has facilitated a more participatory reporting structure,evident in increased citizen engagement and reduced bureaucratic hurdles.Notably,it has enhanced the accuracy of defining citizens’informational needs and addressed pertinent themes ranging from mobility,economy,digitization,regeneration,and employment.Moreover,it underscores the need to address the digital divide and ensure inclusivity across diverse demographics.Ultimately,it contributes to the ongoing discourse on the role of technology in shaping the future of dialogic accounting and its broader implications for societal accountability.展开更多
The engagement of students is a recognised challenge for teachers.Technology offers some practical student engagement tools,and this paper examines the use of low-stakes online tests and immediate dialogic feedback to...The engagement of students is a recognised challenge for teachers.Technology offers some practical student engagement tools,and this paper examines the use of low-stakes online tests and immediate dialogic feedback to improve behavioural engagement.The academic exploration of low-stakes tests and dialogic feedback has been extensive,and they are credible teaching tools.In this study,we explore the learning benefit of their combination.Postgraduate engineering students’self-reported and learning analytics data shows conclusive evidence of improved behavioural engagement.We measured a 500%increase in the Learning Management System(LMS)page views on the days when we ran the low-stakes tests(each worth 2%of the marks for the subject)and engaged in immediate dialogic feedback.To interpret these results,we draw on theories of behavioural engagement,low-stakes tests,and feedback.We conclude that the combination of low-stakes tests and immediate feedback improves student behavioural engagement.展开更多
This paper endeavors to demonstrate the similarity between Chapter 42 of Henry James’ The Portrait of a Lady and Flannery O’Connor’s “Everything That Rises Must Converge" through a textual analysis based on t...This paper endeavors to demonstrate the similarity between Chapter 42 of Henry James’ The Portrait of a Lady and Flannery O’Connor’s “Everything That Rises Must Converge" through a textual analysis based on the “dialogue" theory of Mikhail Bakhtin, a Russian critic. The scrutiny reveals how different points of view interact with one another to give rise to deeper levels of meaning.展开更多
This study, carried out in Spain in 2016, proposes new dialogical pedagogy techniques based on deeply rooted in constructivism to improve the level of English education in Spanish high schools. Spain is the second wor...This study, carried out in Spain in 2016, proposes new dialogical pedagogy techniques based on deeply rooted in constructivism to improve the level of English education in Spanish high schools. Spain is the second worst country in the European Union when it comes to English command, especially with regards to oral output, as a consequence of several factors, such as the deficient preparation of teachers, cuts in the education budget or dubbed films. This paper will present the outcomes of a Second Language Acquisition innovation project carried out in the North of Spain. After analyzing data collected to study their low command of the language, the participants, more than 20 students from the Spanish equivalent for US high school 10th grade, performed tasks that prepared them with insight and training to then participate in a musical meeting, where they, without the intervention of the teacher, listened to English music and discussed in the targeted language about some songs and their lyrics. These meetings were recorded to posteriori analysis with the students.展开更多
The article reflects on the “philosophy of dialogue” of Martín Buber for the analysis of the relationship of women who live with arterial hypertension. With the theoretical proposal of Buber, considering the so...The article reflects on the “philosophy of dialogue” of Martín Buber for the analysis of the relationship of women who live with arterial hypertension. With the theoretical proposal of Buber, considering the social context from the world view of the disease, this leads to relationships of suffering and anguish, but with dialogue among the people who live with this disease it is observed in specific cases of chronic disease. Likewise, the panorama of the problem is the interaction between the social being and the disease, in order to generate a dialogue between the disease and the women who live daily this condition.展开更多
Previous studies interpreting the meanings of the sentence-final particle“LE”displayed two trends:either excessively complicated or excessively general.Since some scholars established a theoretical foundation of pro...Previous studies interpreting the meanings of the sentence-final particle“LE”displayed two trends:either excessively complicated or excessively general.Since some scholars established a theoretical foundation of propositional domain,epistemic domain and dialogic domain for the sentence-final particle“LE”,the nature or orientation of its semantic property has become more clear.However,there are also defects in the current“Three Domains”research model.In the first place,this model defines the meanings of the sentence-final particle“LE”as“emergence of new propositional content”,“emergence of new epistemic content”,and“emergence of new dialogic content”.But,the definition is excessively abstract and extensive.As many sentences not concluded with the particle“LE”can also express the three mentioned meanings,it fails to explain the difference between sentences ended with particle“LE”and ones without it.Secondly,the model fails to explore and discuss the nature or generation mechanism of relevant meanings of the particle“LE”.This study attempts to find a practical solution to those defects.展开更多
The study in this paper that draws on dialogic interaction is a focus of investigation as the way to communicate social sciences to the public. In science communication people, for example, experts or scientists attem...The study in this paper that draws on dialogic interaction is a focus of investigation as the way to communicate social sciences to the public. In science communication people, for example, experts or scientists attempt to persuade lay people about the validity of their assessments. Currently dialogue in science communication might be seen as an important way to deliver information about sciences to the public as previously communicating science was conducted through top-down approaches. In addition, currently there is a tendency that people prefer to deliver and to receive information about sciences through two-way communication models between two or more parties, face-to-face or mediated by any means of communication as this way of communication is seen as more interactive. In the context of Indonesia, in terms of social science communication, this is an important phenomenon to investigate as two-way communication models might bridge the gap between expert opinion and lay opinion, where lay opinion is often seen as irrational or emotional. However, there are still a small number of studies with regard to how social sciences are communicated to the public and in what ways people preferred to deliver, moreover to discuss information within social sciences. One of the potential reasons is that research on science communication is mainly focused on natural and physical sciences. Since the study in this paper focuses on dialogic interactions in social science communication, this study will contribute to the current discussions of mass communication, in terms of science communication, and to related fields.展开更多
文摘Over the past two decades,dialogic accounting research has evolved into a distinct field,expanding into what is now recognized as critical dialogic accounting and accountability(CDAA).The integration of critical dialogic accounting and accountability acknowledges the growing need to recognize diverse pathways within accounting practices,emphasizing the representation of marginalized perspectives,engagement with power dynamics,and the analysis of conflicts,particularly in the context of societal and environmental impacts.Based on these assumptions,the Integrated Popular Reporting(IPR)is intended as a useful practical dialogic tool designed to impartially represent the viewpoints of different stakeholders.The focus extends beyond traditional dialogic accounting,integrating a newer critical lens that explores the implications of digital technology in the reporting process.To explore these advancements,the study investigates the implementation of the City of Bari’s 2020 Integrated Popular Reporting.Leveraging tools such as Talkwalker and employing a longitudinal,interventionist approach along with semi-structured interviews,the study assesses the effects of digital technologies on the dialogic accounting process.The analysis shows that the use of digital technologies has facilitated a more participatory reporting structure,evident in increased citizen engagement and reduced bureaucratic hurdles.Notably,it has enhanced the accuracy of defining citizens’informational needs and addressed pertinent themes ranging from mobility,economy,digitization,regeneration,and employment.Moreover,it underscores the need to address the digital divide and ensure inclusivity across diverse demographics.Ultimately,it contributes to the ongoing discourse on the role of technology in shaping the future of dialogic accounting and its broader implications for societal accountability.
文摘The engagement of students is a recognised challenge for teachers.Technology offers some practical student engagement tools,and this paper examines the use of low-stakes online tests and immediate dialogic feedback to improve behavioural engagement.The academic exploration of low-stakes tests and dialogic feedback has been extensive,and they are credible teaching tools.In this study,we explore the learning benefit of their combination.Postgraduate engineering students’self-reported and learning analytics data shows conclusive evidence of improved behavioural engagement.We measured a 500%increase in the Learning Management System(LMS)page views on the days when we ran the low-stakes tests(each worth 2%of the marks for the subject)and engaged in immediate dialogic feedback.To interpret these results,we draw on theories of behavioural engagement,low-stakes tests,and feedback.We conclude that the combination of low-stakes tests and immediate feedback improves student behavioural engagement.
文摘This paper endeavors to demonstrate the similarity between Chapter 42 of Henry James’ The Portrait of a Lady and Flannery O’Connor’s “Everything That Rises Must Converge" through a textual analysis based on the “dialogue" theory of Mikhail Bakhtin, a Russian critic. The scrutiny reveals how different points of view interact with one another to give rise to deeper levels of meaning.
文摘This study, carried out in Spain in 2016, proposes new dialogical pedagogy techniques based on deeply rooted in constructivism to improve the level of English education in Spanish high schools. Spain is the second worst country in the European Union when it comes to English command, especially with regards to oral output, as a consequence of several factors, such as the deficient preparation of teachers, cuts in the education budget or dubbed films. This paper will present the outcomes of a Second Language Acquisition innovation project carried out in the North of Spain. After analyzing data collected to study their low command of the language, the participants, more than 20 students from the Spanish equivalent for US high school 10th grade, performed tasks that prepared them with insight and training to then participate in a musical meeting, where they, without the intervention of the teacher, listened to English music and discussed in the targeted language about some songs and their lyrics. These meetings were recorded to posteriori analysis with the students.
文摘The article reflects on the “philosophy of dialogue” of Martín Buber for the analysis of the relationship of women who live with arterial hypertension. With the theoretical proposal of Buber, considering the social context from the world view of the disease, this leads to relationships of suffering and anguish, but with dialogue among the people who live with this disease it is observed in specific cases of chronic disease. Likewise, the panorama of the problem is the interaction between the social being and the disease, in order to generate a dialogue between the disease and the women who live daily this condition.
文摘Previous studies interpreting the meanings of the sentence-final particle“LE”displayed two trends:either excessively complicated or excessively general.Since some scholars established a theoretical foundation of propositional domain,epistemic domain and dialogic domain for the sentence-final particle“LE”,the nature or orientation of its semantic property has become more clear.However,there are also defects in the current“Three Domains”research model.In the first place,this model defines the meanings of the sentence-final particle“LE”as“emergence of new propositional content”,“emergence of new epistemic content”,and“emergence of new dialogic content”.But,the definition is excessively abstract and extensive.As many sentences not concluded with the particle“LE”can also express the three mentioned meanings,it fails to explain the difference between sentences ended with particle“LE”and ones without it.Secondly,the model fails to explore and discuss the nature or generation mechanism of relevant meanings of the particle“LE”.This study attempts to find a practical solution to those defects.
文摘The study in this paper that draws on dialogic interaction is a focus of investigation as the way to communicate social sciences to the public. In science communication people, for example, experts or scientists attempt to persuade lay people about the validity of their assessments. Currently dialogue in science communication might be seen as an important way to deliver information about sciences to the public as previously communicating science was conducted through top-down approaches. In addition, currently there is a tendency that people prefer to deliver and to receive information about sciences through two-way communication models between two or more parties, face-to-face or mediated by any means of communication as this way of communication is seen as more interactive. In the context of Indonesia, in terms of social science communication, this is an important phenomenon to investigate as two-way communication models might bridge the gap between expert opinion and lay opinion, where lay opinion is often seen as irrational or emotional. However, there are still a small number of studies with regard to how social sciences are communicated to the public and in what ways people preferred to deliver, moreover to discuss information within social sciences. One of the potential reasons is that research on science communication is mainly focused on natural and physical sciences. Since the study in this paper focuses on dialogic interactions in social science communication, this study will contribute to the current discussions of mass communication, in terms of science communication, and to related fields.
