Context and Explanation in e-Collaborative Work

2011 ◽  
pp. 285-302
Author(s):  
Patrick Brézillon
Keyword(s):  
Contextual Information ◽  
Collaborative Work ◽  
Virtual Community ◽  
The Other ◽  
Contextual Cues ◽  
Face To Face ◽  
The One ◽  
Shared Context ◽  
Voice Modulation ◽  
Explanation Generation

In a face-to-face collaboration, participants use a large part of contextual information to translate, interpret and understand others’ utterances by using contextual cues like mimics, voice modulation, movement of a hand, etc. Such a shared context constitutes the collaboration space of the virtual community. Explanation generation, one the one hand, allows to reinforce the shared context, and, in the other hand, relies on the existing shared context. The situation is more critical in e-collaboration than in face-to-face collaboration because new contextual cues are to be used. This chapter presents the interests of making explicit context and explanation generation in e-collaboration and which types of new paradigms exist then.

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.

Beyond The ‘Null Setting’

2019 ◽  
Vol 56 (2) ◽  
pp. 60-76
Author(s):  
Axel Gelfert ◽  
Keyword(s):  
Epistemic Justification ◽  
Contextual Information ◽  
The Other ◽  
Other Hand ◽  
Epistemology Of Testimony ◽  
The One ◽  
Informal Settings ◽  
Remedial Strategies

Epistemologists of testimony have tended to construct highly stylized (so-called “null setting”) examples in support of their respective philosophical positions, the paradigmatic case being the casual request for directions from a random stranger. The present paper analyzes the use of such examples in the early controversy between reductionists and anti-reductionists about testimonial justification. The controversy concerned, on the one hand, the source of whatever epistemic justification our testimony-based beliefs might have, and, on the other hand, the phenomenology of testimonial acceptance and rejection. As it turns out, appeal to “null setting” cases did not resolve, but instead deepened, the theoretical disputes between reductionists and anti-reductionists. This, it is suggested, is because interpreters ‘fill in’ missing details in ways that reflect their own peculiarities in perspective, experience, upbringing, and philosophical outlook. In response, two remedial strategies have been pursued in recent years: First, we could invert the usual strategy and turn to formal contexts, rather than informal settings, as the paradigmatic scenarios for any prospective epistemology of testimony. Second, instead of “null setting” scenarios, we can focus on richly described cases that either include, or are embedded into, sufficient contextual information to allow for educated judgments concerning the reliability and trustworthiness of the testimony and testifiers involved. The prospects of both of these approaches are then discussed and evaluated.

E-Portfolio to Promote the Virtual Learning Group Communities on the Grid

2012 ◽  
pp. 749-764
Author(s):  
Guy Gouardères ◽  
Emilie Conté
Keyword(s):  
Social Context ◽  
Informal Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Virtual Learning ◽  
Peer To Peer ◽  
The Other ◽  
Educational Training ◽  
Learning Group ◽  
The One

In Vocational and Educational Training (VET), new trends are toward social learning and, more precisely, toward informal learning. In such settings, this article introduces a process — the e-Qualification — to manage informal learning on the ELeGI “Learning Grid Infrastructure.” It argues that this process must occur in a social context, such as virtual communities. On the one hand, it describes their necessary characteristics and proprieties that lead to the creation of a new kind of virtual community: the Virtual Learning Grid Community (VLGC). On the other hand, e-Qualification cannot occur without the help of a kind of user’s profile, called e-portfolio. Moreover, the e-portfolio is also a process, used to manage the Virtual Learning Grid Communities. The e-Qualification and Virtual Learning Grid Communities’ management will probably rely on the cooperation of different distributed, autonomous, goal-oriented entities, called Mobile Peer-to-Peer (P2P) Agents. Furthermore, we hope that implementing these services will decrease the lack of informal learning treatment on the grid and will become the basis for new services on the Learning Grid.

scholarly journals The Experience of Drugs: Utopian Imagination and Virtual Community in The Rose Seller

2011 ◽  
Vol 17 (2) ◽  
Author(s):  
Lizardo Herrera
Keyword(s):  
Street Children ◽  
Virtual Community ◽  
Daily Basis ◽  
The Other ◽  
Surrounding World ◽  
Other Hand ◽  
Collective Experience ◽  
The One ◽  
The Rose

This article explores the hallucinations and the utopian desire in The Rose Seller (1998), a movie by the Colombian director Víctor Gaviria. On the one hand, the film shows the death of the street children of Medellín-Colombia and that the surrounding world of drugs is extremely violent; thus the audience can watch how these children live in very precarious conditions and how they are forced to face death on a daily basis. On the other hand, drugs lead these children to an imaginary space where they experience their affective world intensely. I suggest that this imaginary space constitute their utopian desire, which helps the children to make their world livable again and to remain alive. The importance of the utopian desire lies in how it makes the imagination of a different kind of collective experience possible and generates solidarity with those who live in dangerous and difficult conditions.

E-Portfolio to Promote Virtual Learning Group Communities on the Grid

2011 ◽  
pp. 320-337
Author(s):  
Guy Gouardères ◽  
Emilie Conté
Keyword(s):  
Social Context ◽  
Informal Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Virtual Learning ◽  
Peer To Peer ◽  
The Other ◽  
Educational Training ◽  
Learning Group ◽  
The One

In Vocational and Educational Training (VET), new trends are toward social learning and, more precisely, toward informal learning. In such settings, this article introduces a process — the e-Qualification — to manage informal learning on the ELeGI “Learning Grid Infrastructure.” It argues that this process must occur in a social context, such as virtual communities. On the one hand, it describes their necessary characteristics and proprieties that lead to the creation of a new kind of virtual community: the Virtual Learning Grid Community (VLGC). On the other hand, e-Qualification cannot occur without the help of a kind of user’s profile, called e-portfolio. Moreover, the e-portfolio is also a process, used to manage the Virtual Learning Grid Communities. The e-Qualification and Virtual Learning Grid Communities’ management will probably rely on the cooperation of different distributed, autonomous, goal-oriented entities, called Mobile Peer-to-Peer (P2P) Agents. Furthermore, we hope that implementing these services will decrease the lack of informal learning treatment on the grid and will become the basis for new services on the Learning Grid.

THE PHILOSOPHER AND THE TWO PLAYWRIGHTS: SOCRATES, AGATHON, AND ARISTOPHANES IN PLATO'S SYMPOSIUM

2008 ◽  
Vol 49 (2) ◽  
pp. 239-252
Author(s):  
Freddie Rokem
Keyword(s):  
The Other ◽  
Discursive Practices ◽  
Face To Face ◽  
Complex Interactions ◽  
And Performance ◽  
The One

This article reflects my current research, exploring the complex interactions between the discursive practices of theatre and performance on the one hand and philosophy on the other. Instead of beginning by trying to formulate the general principles for such an interaction, I examine actual encounters: direct face-to-face meetings and actual dialogues between philosophers and representatives of the Thespian professions. The earliest recorded encounter of this kind is in Plato's Symposium depicting the banquet in Agathon's house, celebrating his victory at the Lenaean theatre festival in 416 b.c., during which the celebrants spent the whole night eulogizing Eros. On this occasion Socrates and the two playwrights, Agathon and Aristophanes, interacted directly on several occasions.

The Aims of Mathematical Education

1921 ◽  
Vol 14 (6) ◽  
pp. 297-304
Author(s):  
J. H. Minnick ◽  
_ _
Keyword(s):  
The Other ◽  
General Definition ◽  
Mathematical Education ◽  
Face To Face ◽  
School Activities ◽  
General Meaning ◽  
The One ◽  
Definition Of ◽  
Objective Side ◽  
The Individual

Education is a complex process involving a variety of experiences gained through both school and out-of-school activities. Each subject of the curriculum should make its definite contribution to this experience, but we must be sure that the result is a unit. An investigation of conditions in most of our high schools will show that a child is under the instruction of perhaps four or five teachers, all of whom are working independently of each other. Very seldom docs one teacher know what the others are trying to do. In order to avoid such conditions and to insure a unified education for each individual, it is necessary that the aim of each subject shall be determined in the light of the general definition of education. Only by this means can the subject matter of each course be so selected and presented that there is neither useless overlapping on the one hand nor the omission of important elements on the other hand. Hence, in discussing the aim of mathematical education, we shonld consider the general meaning of education and then determine what contribution mathematics can make most effectively. For this purpose we shall accept Ruediger’s definition, namely, “… to educate a person means to adjust him to those elements of his environment that are of concern in modern life, and to develop, organize, and train his powers so that he may make efficient and proper use of them.”1 This definition consists of two parts. One of these is concerned with the adjustment of the individual to his environment; this is the objective side. The other is concerned with the development of the powers of the individual; this is the subjective side of education. However, one’s powers are developed only by contact with and adjustment to his environment, and he is adjusted to his environment only through his powers and abilities. Thus, a child’s power to think correctly is developed most effectively when he is brought face to face with a real situation the solution of which is vital to his welfare; but he can successfully master the situation only by the use of his reasoning power or such other abilities as may be involved. Hence, the two parts of this definition are not independent and we need not consider them separately; when one is satisfied in the most effective way the other will be. At present we shall confine our attention to the objective phase of education.

scholarly journals How to Promote Interactions Teacher/Students During Confinement Period?

2020 ◽  
Vol 4 (3) ◽  
pp. 94
Author(s):  
Natacha Duroisin
Keyword(s):  
Human Resources ◽  
Teaching Experience ◽  
The Other ◽  
School Life ◽  
Digital Device ◽  
Face To Face ◽  
French Speaking ◽  
Teacher Students ◽  
Preparatory Course ◽  
The One

Since 13 March 2020, the establishments in French-speaking Belgium had to offer their distance lessons to curb the spread of the coronavirus (Covid-19). If the universities have material, technological and human resources to offer distance learning to students since several years, the confinement measures have however led the teachers to reorganize their courses started face-to-face by using numeric tools. This article pursues several objectives. On the one hand, it describes a teaching experience report based on the use of the podcast during the "Preparatory course for school life" in psychological and educational cursus. On the other hand, based on student's responses to a questionnary, it highlights the advantages and limits of using the podcast during the confinement period. Finally, this article aims to help teachers choose the digital device that corresponds to these pedagogical expectations in a distance education context.

E-Portfolio to Promote the Virtual Learning Group Communities on the Grid

2011 ◽  
pp. 117-133
Author(s):  
Emilie Conté ◽  
Guy Gouardères
Keyword(s):  
Social Context ◽  
Informal Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Virtual Learning ◽  
Peer To Peer ◽  
The Other ◽  
Educational Training ◽  
Learning Group ◽  
The One

In Vocational and Educational Training, new trends are to social learning and more precisely to informal learning. In such settings, the article introduces a process - the e-Qualification - to manage informal learning on the “Learning Grid”. It argues that this process must occur in a social context such as Virtual Communities. On the one hand, it describes their necessary characteristics and proprieties, which lead to the creation of a new kind of virtual community: the Virtual Learning Grid Community. On the other hand, e-qualification cannot occur without the help of a kind of user’s profile, which is called e-Portfolio. Moreover, the e-Portfolio is also a process, which is used to manage the Virtual Learning Grid Communities. The e-Qualification and the Virtual Learning Grid Communities’ management will probably rely on the co-operation of different distributed, autonomous, goal-oriented entities, which are Mobile Peer-to-Peer Agents. Furthermore, the authors hope that implementing these services will decrease the lacks of informal learning treatment on the Grid and will become the bases for new services on the Learning Grid.

scholarly journals The Influences of Facebook on High School Students’ Pattern of Social Life: The Case of Harar City

2020 ◽  
Vol 4 (1) ◽  
pp. 66
Author(s):  
Dame Dereba Shoa ◽  
Gutema Imana Keno
Keyword(s):  
High School Students ◽  
Data Collection ◽  
Social Life ◽  
Social Medium ◽  
The Other ◽  
School Students ◽  
Face To Face ◽  
Key Informant ◽  
The One ◽  
Quantitative And Qualitative Methods

In today’s world, it seems that social media and youngsters are destined for each other as both are young, fast paced and ever changing. It has become very challenging to cultivate and socialize youngsters with patterned social norms due to the influences of media like television and Facebook. Educators are challenged more seriously than ever before to teach youngster, as students are using Facebook at school and home. The aim of this study was to investigate the multifaceted influences of Facebook on youth's pattern of social life. Both quantitative and qualitative methods of data collection were employed to collect the data. Questionnaire, interview schedule and key informant interviews were data collection tools used to collect the quatitative and qualitative data respectively. The study founded that, Facebook is a social medium that discourages social bond in one way and encourages in the other way. By networking peers online, it enhances strong affiliation among Facebook friends while by letting them ignore people who are nearby, it debilitates face to face to face personal interactions. Anonymous Facebook users can meet in ‘chat rooms’ and discuss on topics of their choices with the person they do not know before and this type of electronic friendship and interaction may grow up and leads to virtual physical face-to-face contacts. Facebook is therefore, a platform for youths to discuss and interact on the issues of mutual curiosity which could enhance and promote synchronization of friends on the one side and inflammatory rhetoric conflicts on the other side, which implies the inevitable and multidimensional influences of Facebook on the youth’s social life

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