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In: Studies in symbolic interaction, Band 20, S. 139-163
ISSN: 0163-2396
In: Public personnel management, Band 23, Heft 2, S. 357-359
ISSN: 1945-7421
Are you as good a listener as you would like to be? If not, this article will show you how to effectively restate, respond to feelings, respond to non-verbal cues, and to summarize. All of these techniques are essential to becoming a good listener.
This article presents a case of political participation through radio broadcasting during World War II. Focusing on how the Portuguese listeners interacted with the transborder broadcasts from the BBC, it demonstrates how politically engaged citizens struggled to use a foreign station to disseminate their views on the country's po- litical situation. Grounded on Pateman's (1970) and Carpentier's (2011) definitions of different levels of participation, it demonstrates that listeners were not given the ability to achieve full or maximal participation due to limitations imposed by organizational and political structures. Departing from this case, the article also reflects on how audi- ences interact with "traditional media", questioning the widespread idea of radio listen- ers as passive agents and suggesting that an understanding of the political and social contexts in which media participation takes place is essential to ascertain the levels of empowerment given to the audiences. ; info:eu-repo/semantics/publishedVersion
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In: Europäische Hochschulschriften
In: Reihe 5, Volks- und Betriebswirtschaft 3359
La escucha activa es una herramienta poderosa para la prevención y reducción de enfermedades laborales y estrés, así como para mejorar el desempeño e incluso el desarrollo de la responsabilidad social corporativa. La escucha activa y el monitoreo más amplio del estrés relacionado con el trabajo, como se ha demostrado en la literatura y en varias experiencias de investigación en curso, se pueden hacer particularmente efectivos si se implementan en organizaciones a través de métodos tradicionales y tecnológicos, como chats telefónicos y web, síncronos y herramientas de comunicación y mensajería de video asíncronas, buzones electrónicos anónimos y soluciones de denuncia de irregularidades, cuestionarios electrónicos y tecnologías de monitoreo activo, por nombrar sólo algunos. Si bien estas tecnologías pueden tener un impacto positivo en la intervención psicológica en las organizaciones y, por lo tanto, en la vida de los trabajadores, plantean una serie de problemas éticos y legales. Algunos de ellos aún son objeto de arduos debates y están bajo el escrutinio de juntas profesionales y organismos gubernamentales. En Italia, la Junta Nacional de Psicólogos ha publicado recientemente directrices para la práctica psicológica basada en la web. Los parlamentos europeos e italianos también han producido varias normas nuevas que afectan la posibilidad de intervenciones psicológicas. La tecnología no sólo implica la dificultad de los sistemas legales para seguir el ritmo de su evolución, sino que también plantea dificultades concretas en las aplicaciones psicológicas profesionales, a menudo relacionadas con la brecha tecnológica entre las posibilidades teóricas y las capacidades e instrumentos de las organizaciones. Este trabajo tiene como objetivo analizar algunos de estos problemas legales y prácticos, y proponer, sobre la base de un amplio análisis legal y debates reales de estudios de casos, soluciones concretas para aumentar la eficacia de las intervenciones psicológicas. ; Active listening is a powerful tool for the prevention and reduction of organizational disease and stress as well as for performance enhancement and even corporate social responsibility development. Active listening and wider work-related stress monitoring, as proven in literature and by several ongoing action-research experiences, can be made particularly effective if implemented in organizations through both traditional and technological methods, such as telephone and web-based chats, synchronous and asynchronous video-messaging and communicating tools, anonymous e-dropboxes and whistleblowing solutions, electronic questionnaires, and active monitoring technologies, just to name a few. While these technologies can have a positive impact on psychological intervention in organizations and, therefore, on the life of workers, they pose a series of ethical and legal issues. Some of them are still strongly debated and are under scrutiny of professional boards and governmental bodies. In Italy, the National Board of Psychologists has recently published guidelines for the web-based psychological practice. The European and Italian Parliaments have also produced several new norms that impact on the possibility of psychological interventions. Technology does not only involve the difficulty of the legal systems to follow the pace of its evolution, but also poses concrete difficulties in professional psychological applications, often related with the technological gap between the theoretical possibilities and the capabilities and instruments of the target organizations. This work aims to analyze some of these legal and applied issues and to propose, on the basis of a wide legal analysis and real case-study discussions, concrete solutions for incrementing the efficacy of the psychological interventions. ; peerReviewed
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In: Active Learning in Higher Education, Band 9, Heft 3, S. 217-230
Written assessment feedback has not been widely researched despite higher education students continually expressing the need for meaningful and constructive feedback. This qualitative study employing focus groups captures and interprets the student perspective of written assessment feedback. Participants were Registered Nurses and non-traditional entrants to higher education. The findings generated a framework of themes and categories representing the feedback process experienced by the students. The themes were `learning from', `the process of receiving' and `making sense of' feedback. When this framework incorporates strategies such as `feed-forward', self-managed learning and personalized guidance it then represents a heuristic model of effective written assessment feedback. The model, created as a result of the research, should enhance the student experience and aid understanding of the complex processes associated with providing written assessment feedback.
In: Violence: an international journal, Band 1, Heft 2, S. 371-388
ISSN: 2633-0032
This article addresses the possibility that Western classical music might be used as a source of hope for a post-conflict future by considering a literary depiction of music and conflict resolution. As a case study, Steven Galloway's The Cellist of Sarajevo is identified as a "musico-literary novel," and established within the framework of Stephen Benson's "literary music" and Hazel Smith's methodological development of musico-literary studies through extended interdisciplinarity. The novel features three Sarajevan citizens who hear a cellist play in the rubble-strewn streets, and their music-listening experiences motivate them to work toward a post-conflict future. To consider the potential insights and blind spots surrounding ideas about music's potential power in this narrative, the soundscape of the novel is identified to establish the significance of sound, music, and active listening in the text; parallels are highlighted between the ending of The Cellist of Sarajevo and Michael Walzer's Just and Unjust Wars, revealing music as an active moral force; and similarities between Galloway's novel and Craig Robertson's "Music and conflict transformation in Bosnia" are illustrated, demonstrating how interdisciplinary analysis of a musico-literary novel can offer a valid contribution to discussions surrounding the use of music to exit violence.
In: International journal of Middle East studies: IJMES, Band 44, Heft 4, S. 782-784
ISSN: 1471-6380
Music, as sound, physically and figuratively transcends previously erected or conceptualized boundaries. Artists and listeners each have the ability to aurally extend their values into new spaces, where others hear them. Passions and ideas gain traction through a constant aural negotiation that exists within the music that individuals use to soundtrack their public and private lives. As argued by the contributors to this roundtable, music both resides within the larger societal and cultural constellations that surround it and helps to shape those dynamics in active ways. Music, as a loosely defined social practice, plays an important role in self-identification. Musical aesthetics provide an avenue through which listeners and performers place themselves within specific social groups. Al-āla and Andalusian genres typically associated with North African elite classes constitute one prominent example that is threaded throughout this roundtable. These social groups are rarely exclusive, however, and musical aesthetics provide a significant set of data through which scholars might read (or, perhaps better put, listen to) the dynamic nature of social institutions and the cultural formations that mold them.
Although the role of shared speech in political action has received much theoretical attention, too little thought has focused on the practice of listening in political interaction, according to Susan Bickford. Even in a formally democratic polity, political action occurs in a context of conflict and inequality; thus, the shared speech of citizenship differs significantly from the conversations of friendly associates. Bickford suggests that democratic politics requires a particular quality of attention, one not based on care or friendship. Analyzing specifically political listening is central to the development of democratic theory, she contends, and to envisioning democratic practices for contemporary society. Bickford's analysis draws on the work of Aristotle and of Hannah Arendt to establish the conflictual and contentious character of politics. To analyze the social forces that deflect attention from particular voices, Bickford mobilizes contemporary feminist theory, including Gloria Anzaldua's work on the connection between identity and politics. She develops a conception of citizen interaction characterized by adversarial communication in a context of inequality. Such a conception posits public identity - and hence public listening - as active and creative, and grounded in particular social and political contexts
With increased media scrutiny, public awareness, and research on the prevalence of maltreatment experiences in sport, sport organizations have faced increased pressures to combat unsafe practices in sport. A consequence has been the emergence of the Safe Sport movement whereby organizations including the International Olympic Committee, Safe Sport International, US Center for SafeSport, Sport Canada, and others, have developed policies, initiatives, and education intended to create safer sport environments for all participants. Most of these policies have been implemented using a top-down approach, driven by government officials and sport leaders. However, if safe sport initiatives are to benefit athletes, consideration and incorporation of athletes' perspectives in the development and implementation of initiatives are imperative. The purpose of this study, therefore, was to examine athletes' perspectives on the challenges and recommendations to advancing safe sport. As part of a large-scale survey of current and retired Canadian National Team Athletes' experiences of maltreatment, open-ended questions were asked about athletes' recommendations and considerations for safe sport. Responses to these questions (n = 386) were analyzed using thematic analysis. According to the participants, barriers and challenges to safe sport included emphasizing performance excellence at-all-costs, normalization and complicity of harm, lack of attention to equity, diversity and inclusion, a culture of fear and silence, and a lack of trust in organizations to handle cases of harm. In an effort to advance safe sport, participants recommended prioritizing holistic athlete development, improving and strengthening accountability measures, implementing an independent 3rd party for disclosure, reporting and support, increased attention to equity, diversity and inclusion, stakeholder education, prohibition of sexual relations between athletes and those in positions of power and authority, and adoption of a broader perspective of harms and ...
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In: Snow active: das Schweizer Schneesportmagazin, Band 7, Heft 8, S. 185
The purpose of this study was to examine the effects of listening to preferred or non-preferred music on repeated sprint performance. Fourteen physically active males (ages 18–25 years) were recruited for this study. In a counterbalanced crossover study design, participants completed two separate visits. During each visit, participants listened to either preferred or non-preferred music and completed 3 × 15 s Wingate Anaerobic Tests (WAnTs) separated by 2 min active recovery periods. Each visit was separated by a minimal recovery period of 48 h. Anaerobic performance measures, heart rate, rate of perceived exertion (RPE), and motivation were analyzed. Mean power (p = 0.846, effect size (ES) = 0.019), anaerobic capacity (p = 0.686, ES = 0.058), and total work (p = 0.677, ES = 0.039) were not significantly different between preferred and non-preferred music conditions. Mean heart rate (p = 0.608; ES = 0.125) was also unchanged. Motivation to exercise (p < 0.001; ES = 1.520) was significantly higher in the preferred music condition. Additionally, the rate of perceived exertion (RPE) (p = 0.028; ES = 0.540) was significantly lower during the preferred music condition. Our results show that listening to preferred music showed no ergogenic benefit during repeated anaerobic cycling sprints when compared to non-preferred music. However, preferred music increased motivation to exercise and decreased perceived exertion. The results from this study could hold important implications for the application of music and enduring repeated high-intensity sprint exercise.
This fully updated expanded book explains how to use the Mosaic approach, a practice that instils the importance of listening to children's life experiences. It shows how to use it in a variety of settings, outlines the future directions of the approach, offers case studies and also covers working with vulnerable children.
Radio Active tells the story of how radio listeners at the American mid-century were active in their listening practices. While cultural historians have seen this period as one of failed reform--focusing on the failure of activists to win significant changes for commercial radio--Kathy M