Building consensus on user participation in social work: A conversation analysis

2018 ◽  
Vol 19 (1) ◽  
pp. 20-40
Author(s):  
Terry TF Leung ◽  
Barry CL Lam
Keyword(s):  
Conversation Analysis ◽  
Service Management ◽  
Panel Discussion ◽  
User Participation ◽  
Service Users ◽  
Welfare Service ◽  
Face To Face ◽  
Communicative Ethics ◽  
The Face ◽  
Set Up

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

Approaching life story interviews as sites of interaction

2019 ◽  
Vol 20 (2) ◽  
pp. 175-187
Author(s):  
Stig-Börje Asplund ◽  
Héctor Pérez Prieto
Keyword(s):  
Conversation Analysis ◽  
Social Action ◽  
Life Story ◽  
Content Type ◽  
Face To Face ◽  
Analysis Methodology ◽  
Interview Research ◽  
Life Story Interview ◽  
The Face ◽  
Life Story Interviews

Purpose The purpose of this paper is to explore what conversation analysis has to offer when analysing a series of life story interviews aiming to capture how reading and texts are used in a rural working-class man’s identity construction. Design/methodology/approach The conversation analysis methodology with its explicit focus on embodied social action, activity and conduct in interaction is integrated with a life story approach when analysing and describing the identity constructing processes that take place in life story interview settings. Findings Through a close and detailed analysis of the interaction between interviewer and interviewee, and by focusing and highlighting the phenomena and identities that are oriented to in the face-to-face interaction here and now (and in relation to there and then), descriptions of the complex and dynamic identity constructing processes that are set into play in the life story interview are possible. Research limitations/implications It is argued that the approach has a lot to offer when approaching life story data, and thus is a method that can increase the transparency in life story interview research. Originality/value The paper explores the intersection of what is often seen as diametrically opposed forms of analysis: conversation analysis and narrative inquiry.

Using Web-Based Tools for Flipped ESL Learning in the Korean Language Education System

2017 ◽  
pp. 177-195 ◽  
Author(s):  
YunJoon Jason Lee
Keyword(s):  
College Students ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Top Down ◽  
Web Based ◽  
Face To Face ◽  
The Face ◽  
Korean College Students ◽  
Conversation Class ◽  
Set Up

With the continued proliferation of digital technologies, students are absorbing more information than ever. As a result, the relationship between students and teachers in a traditional face-to-face classroom can be limiting. As the flipped classroom approach has emerged, the classroom culture has changed. The active environment, interactive approach, and content-specific flipped learning has great potential for the ESL-learning context, especially for Korean college students. Korean college students were accustomed to the face-to-face, top-down structure of learning, and flipped learning provided an opportunity for them to look at and experience learning differently. More specifically, the top-down relationship between teacher and student shifted into a more balanced and interactive learning culture. The positive aspects of flipped learning were beneficial for the Korean ESL college students. This chapter features a case study of a college English language conversation class in Korea and explores how to set up a flipped classroom through web-based tools in order to keep the students motivated and generate a participatory environment.

scholarly journals Remote Mock OSCE (ReMO): The “new normal”?

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S128-S128
Author(s):  
Rachel Brown ◽  
Elsa Brew-Girard ◽  
Stephen De Souza
Keyword(s):  
Medical Students ◽  
Learning Experience ◽  
Undergraduate Teaching ◽  
Written Feedback ◽  
Face To Face ◽  
Knowledge Based ◽  
Technology Students ◽  
The Face ◽  
Set Up ◽  
The Right

AimsIn March 2020, COVID-19 and its associated restrictions forced a halt to in-person teaching and assessment. To try and mitigate this disruption, the psychiatry undergraduate teaching faculty developed a knowledge based remote curriculum. However, it became clear that our students sorely missed clinical and consultation experience. Prior to the pandemic we had delivered a mock Objective Structured Clinical Examination (OSCE) to those undertaking their psychiatry block. In Somerset Academy, we wanted to deliver a distanced alternative: the remote mock OSCE (ReMO). We hoped to demonstrate this would be a feasible and valuable learning experience.MethodIn keeping with other OSCEs, ReMO had active stations (4) and a rest station. Four simultaneous Skype meetings were set up as clinical stations, each with an examiner and actor. To test the technology, students and facilitators were emailed links to each meeting in advance, and invited to sign in. Students were given individualised timings to rotate between stations. Stations involved history taking, risk assessment, and management discussions of common psychiatric presentations.The students then rotated again, receiving personalised feedback about their performance, enabling immediate reflection and consideration of areas for development. This was followed up with written feedback, using examiner completed mark schemes.ResultAfter ReMO we invited feedback from medical students and facilitators. 7 out of the 8 medical students that participated completed a post-ReMO survey. 100% of students found ReMO “useful”, with 71% (5/7) rating it an “extremely valuable” experience and 29% (2/7) rating it “fairly valuable”. Students felt it was well organised, realistic, and increased their confidence in remote consultations and OSCE practice. 6 out of 8 facilitators completed feedback on ReMO. 100% felt that ReMO was reproducible and 83% (5/6) rated it as “fairly realistic” when compared to the face-to-face standard.ConclusionFirstly, ReMO was feasible. However, it was logistically difficult, requiring extensive organisation to ensure this relatively small group were in the right place at the right time. In future, we would consider alternative platforms such as Zoom, or specific consultation software, such as Attend Anywhere, to reduce the logistics burden and utilise features such as ‘breakout rooms’. We would recommend an allocated co-ordinator to troubleshoot any problems in real time via a group messaging service.In conclusion, ReMO is achievable and a valuable student learning experience. Since the pilot it has become an integral part of our curriculum. We recommend that all undergraduate Psychiatry faculties consider adding it to their programme.

Using Web-Based Tools for Flipped ESL Learning in the Korean Language Education System

2019 ◽  
pp. 1203-1217
Author(s):  
YunJoon Jason Lee
Keyword(s):  
College Students ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Top Down ◽  
Web Based ◽  
Face To Face ◽  
The Face ◽  
Korean College Students ◽  
Conversation Class ◽  
Set Up

With the continued proliferation of digital technologies, students are absorbing more information than ever. As a result, the relationship between students and teachers in a traditional face-to-face classroom can be limiting. As the flipped classroom approach has emerged, the classroom culture has changed. The active environment, interactive approach, and content-specific flipped learning has great potential for the ESL-learning context, especially for Korean college students. Korean college students were accustomed to the face-to-face, top-down structure of learning, and flipped learning provided an opportunity for them to look at and experience learning differently. More specifically, the top-down relationship between teacher and student shifted into a more balanced and interactive learning culture. The positive aspects of flipped learning were beneficial for the Korean ESL college students. This chapter features a case study of a college English language conversation class in Korea and explores how to set up a flipped classroom through web-based tools in order to keep the students motivated and generate a participatory environment.

scholarly journals The Condition and Challenges of Community Learning Centre in the Oil Palm Plantations of Sarawak, Malaysia

2021 ◽  
Vol 22 (3) ◽  
pp. 1656-1672
Author(s):  
Bemen Win-Keong Wong ◽  
Suriati Ghazali ◽  
Nooriah Yusof
Keyword(s):  
Oil Palm ◽  
Teaching And Learning ◽  
Movement Control ◽  
Text Messages ◽  
Community Learning ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
Set Up ◽  
Control Order

Sarawak is facing the problem of labour shortage in its oil palm plantations. It is difficult to recruit Malaysians to work in the plantations and, therefore, hiring foreign workers has become one of the solutions. Since the number of Indonesian workers and children is increasing, the Indonesian Government has requested to set up Community Learning Centre (CLC) in plantations for the Indonesian children in Sarawak. This article aims to explore the existence of CLC and the challenges faced by its teachers. A qualitative study has been employed, and data was collected using face-to-face interviews and interviews via telephone and text messages. The face-to-face interviews were conducted before and after the Movement Control Order was implemented in Sarawak. The first 16 CLCs were set up in 2016, and the number increased to 63 in 2020. CLC uses the Indonesian teaching syllabus, and the subjects are taught by Indonesian teachers (Guru Pamong and Guru Bina). Up to June 2020, there were 114 Indonesian CLC teachers in the state. The constraints of the CLC in Sarawak include limited classrooms, low motivation of the students, and lack of teaching and learning equipment which affects the effectiveness of teaching and learning. On the bright side, the CLC has given an opportunity to the Indonesian children in oil palm plantations in Sarawak to have primary education. After graduating from CLC, they can continue their studies in a secondary school in Indonesia since the teaching syllabus in CLC is similar to the one used in Indonesia.

Supporting the Use of Rudimentary Vocalizations

2014 ◽  
Vol 23 (3) ◽  
pp. 132-139 ◽  
Author(s):  
Lauren Zubow ◽  
Richard Hurtig
Keyword(s):  
Rett Syndrome ◽  
Visual Cues ◽  
Acoustic Analysis ◽  
Eye Gaze ◽  
Research Question ◽  
Primary Research ◽  
Multiple Modalities ◽  
Face To Face ◽  
Perceptual Judgments ◽  
The Face

Children with Rett Syndrome (RS) are reported to use multiple modalities to communicate although their intentionality is often questioned (Bartolotta, Zipp, Simpkins, & Glazewski, 2011; Hetzroni & Rubin, 2006; Sigafoos et al., 2000; Sigafoos, Woodyatt, Tuckeer, Roberts-Pennell, & Pittendreigh, 2000). This paper will present results of a study analyzing the unconventional vocalizations of a child with RS. The primary research question addresses the ability of familiar and unfamiliar listeners to interpret unconventional vocalizations as “yes” or “no” responses. This paper will also address the acoustic analysis and perceptual judgments of these vocalizations. Pre-recorded isolated vocalizations of “yes” and “no” were presented to 5 listeners (mother, father, 1 unfamiliar, and 2 familiar clinicians) and the listeners were asked to rate the vocalizations as either “yes” or “no.” The ratings were compared to the original identification made by the child's mother during the face-to-face interaction from which the samples were drawn. Findings of this study suggest, in this case, the child's vocalizations were intentional and could be interpreted by familiar and unfamiliar listeners as either “yes” or “no” without contextual or visual cues. The results suggest that communication partners should be trained to attend to eye-gaze and vocalizations to ensure the child's intended choice is accurately understood.

Antecedent Factors to Recommendation Intention on the Face-to-Face Job Consulting

2013 ◽  
Vol 14 (3) ◽  
pp. 115-133
Author(s):  
조현 ◽  
Jaeshin Park ◽  
ki-jin jang
Keyword(s):  
Face To Face ◽  
The Face ◽  
Recommendation Intention

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

The Hierophanic Facets of the Seraphic Hymns

Trictrac ◽  
2018 ◽  
Vol 10 ◽  
Author(s):  
Petru Adrian Danciu
Keyword(s):  
Mutual Recognition ◽  
The Other ◽  
Human Being ◽  
Material World ◽  
Face To Face ◽  
The People ◽  
Musical History ◽  
The Face ◽  
The One

Starting from the cry of the seraphim in Isaiahʹ s prophecy, this article aims to follow the rhythm of the sacred harmony, transcending the symbols of the angelic world and of the divine names, to get to the face to face meeting between man and God, just as the seraphim, reflecting their existence, stand face to face. The finality of the sacred harmony is that, during the search for God inside the human being, He reveals Himself, which is the reason for the affirmation of “I Am that I Am.” Through its hypnotic cyclicality, the profane temporality has its own musicality. Its purpose is to incubate the unsuspected potencies of the beings “caught” in the material world. Due to the fact that it belongs to the aeonic time, the divine music will exceed in harmony the mechanical musicality of profane time, dilating and temporarily cancelling it. Isaiah is witness to such revelation offering access to the heavenly concert. He is witness to divine harmonies produced by two divine singers, whose musical history is presented in our article. The seraphim accompanied the chosen people after their exodus from Egypt. The cultic use of the trumpet is related to the characteristics and behaviour of the seraphim. The seraphic music does not belong to the Creator, but its lyrics speak about the presence of the Creator in two realities, a spiritual and a material one. Only the transcendence of the divine names that are sung/cried affirms a unique reality: God. The chant-cry is a divine invocation with a double aim. On the one hand, the angels and the people affirm God’s presence and call His name and, on the other, the Creator affirms His presence through the angels or in man, the one who is His image and His likeness. The divine music does not only create, it is also a means of communion, implementing the relation of man to God and, thus, God’s connection with man. It is a relation in which both filiation and paternity disappear inside the harmony of the mutual recognition produced by music, a reality much older than Adam’s language.

Agents of Practice at the Public Library’s Reference Desk

2013 ◽  
Author(s):  
Mary Cavanagh
Keyword(s):  
Public Libraries ◽  
Face To Face ◽  
Professional Boundaries ◽  
The Public ◽  
Reference Librarians ◽  
Practice Perspective ◽  
The Face ◽  
Reference Et

The face to face interactions of reference librarians and reference assistants are studied from a theoretical practice perspective. Rather than reinforcing professional boundaries, the results of this analysis support reference practice in public libraries as a highly relational activity where reference “expertise” retains a significant subjectivist, relational dimension.Les interventions en personne des bibliothèques de référence et des adjoints à la référence sont étudiées du point de vue de la pratique théorique. Plutôt que de renforcer les frontières interprofessionnelles, les résultats de cette analyse appuient l'idée que les pratiques de référence en milieu public sont des activités hautement relationnelles où l'expertise de la référence conserve une dimension subjectiviste et relationnelle. 

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