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
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
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 ...
This research work is focused on the forms of qualitative sound integration as part of the urban planning, and those forms are studied through the achievements of three pioneers of sound composition for public spaces. At the end of the 50's, the first noise-fighting policies were implemented by public authorities and aimed at tackling noise pollution by using a quantitative frame of work. In response to this approach, some composers adapted the notions of noise, pollution, and environment, and redefined them with the help of music theories. The field inquiry undertaken within the Collectif Environnement Sonore, founded by Pierre Mariétan, the Life Design Sonore agency, created by Louis Dandrel, and the Compagnie Décor Sonore, ran by Michel Risse, allowed for the study of different experiments aiming to promote environmental noise quality. The very notion of « sound environment », created by Pierre Mariétan in 1969, leads to a method based on a listening pratice that makes it possible to describe environmental noises based on their objective and perceptible distinguishing features. This qualitative approach of environmental noise is implemented through specialized practices. The environmental musicalizing (P. Mariétan), the acoustic design (L. Dandrel), and the acoustic gardening operations (M. Risse) demonstrate how the principles of music composing blend in architectural and urban designing ; Ce travail de recherche porte sur les formes d'intégration qualitative du son dans l'aménagement urbain, étudiées à travers les réalisations de trois pionniers de la composition sonore pour l'espace public. A la fin des années 1950, les premières politiques de lutte contre le bruit sont mises en oeuvre par les pouvoirs publics qui traitent les nuisances sonores à travers un référentiel quantitatif. En réaction à cette approche, certains compositeurs s'approprient les notions de bruit, de pollution et d'environnement qu'ils redéfinissent au moyen des théories musicales. L'enquête de terrain réalisée au sein du Collectif ...
This research work is focused on the forms of qualitative sound integration as part of the urban planning, and those forms are studied through the achievements of three pioneers of sound composition for public spaces. At the end of the 50's, the first noise-fighting policies were implemented by public authorities and aimed at tackling noise pollution by using a quantitative frame of work. In response to this approach, some composers adapted the notions of noise, pollution, and environment, and redefined them with the help of music theories. The field inquiry undertaken within the Collectif Environnement Sonore, founded by Pierre Mariétan, the Life Design Sonore agency, created by Louis Dandrel, and the Compagnie Décor Sonore, ran by Michel Risse, allowed for the study of different experiments aiming to promote environmental noise quality. The very notion of « sound environment », created by Pierre Mariétan in 1969, leads to a method based on a listening pratice that makes it possible to describe environmental noises based on their objective and perceptible distinguishing features. This qualitative approach of environmental noise is implemented through specialized practices. The environmental musicalizing (P. Mariétan), the acoustic design (L. Dandrel), and the acoustic gardening operations (M. Risse) demonstrate how the principles of music composing blend in architectural and urban designing ; Ce travail de recherche porte sur les formes d'intégration qualitative du son dans l'aménagement urbain, étudiées à travers les réalisations de trois pionniers de la composition sonore pour l'espace public. A la fin des années 1950, les premières politiques de lutte contre le bruit sont mises en oeuvre par les pouvoirs publics qui traitent les nuisances sonores à travers un référentiel quantitatif. En réaction à cette approche, certains compositeurs s'approprient les notions de bruit, de pollution et d'environnement qu'ils redéfinissent au moyen des théories musicales. L'enquête de terrain réalisée au sein du Collectif Environnement Sonore fondé par Pierre Mariétan, de l'agence Life Design Sonore crée par Louis Dandrel et de la Compagnie Décor Sonore dirigée par Michel Risse, a permis d'étudier différentes expérimentations visant à favoriser la qualité sonore dans l'environnement. La notion d'« environnement sonore » forgée par Pierre Mariétan en 1969 conduit à une méthode fondée sur la pratique de l'écoute, qui permet de qualifier les sons dans l'environnement à partir de leurs caractéristiques objectives et sensibles. Cette approche qualitative de l'environnement sonore est mise en oeuvre à travers des pratiques spécialisées. La musicalisation de l'environnement (P. Mariétan), le design sonore (L. Dandrel) et les opérations de jardinage acoustique (M. Risse) démontrent comment les principes de composition musicale s'intègrent à la conception architecturale et urbaine
Listening has become a key concept in practicing public diplomacy on social media. This study explores professional diplomats' listening on Twitter, operationalizing their listening behavior as interaction involvement (II). II is related to knowing when and how to use language in social situations, and it covers three crucial aspects of listening: attentiveness, perceptiveness, and responsiveness. The present study examines the relationship between diplomats' interaction involvement and their perceptions of how their goals are being met by their use of Twitter. Survey data were collected from participants (N = 108) who were diplomats from five Northern European countries stationed at each country's foreign embassies. As hypothesized, the data revealed a positive association between II and perceived goal attainment. Moreover, active tweeting and the following of other users do not alone determine successful impact, but listening skills related to relational awareness and responsiveness are at least as important, if not more important. ; publishedVersion ; Peer reviewed
Listening has long been understood as characteristic of writing centre practice, and as central to writing centre philosophy. This reflective progress report argues that such listening is also the generating culture of a university-wide writing programme of writing intensive courses, and that this culture will only be manifested and sustained if constantly modelled at all levels of the programme. In order to model what we teach, we need to build listening into the processes and structure of the programme as well as into the classrooms. Through letters from the invited co-authors of this paper, a snapshot is provided of the generative power of active listening in the teaching conversations between professor and writing fellows; lecturer, writing fellow and students; and writing fellows as a team as they create their lesson plan. Active listening is understood as a discipline of attentiveness to multiple and simultaneous meanings, and thus as a discipline which is necessary for complex thought and writing. Edward Said (2013) has described this attentiveness to simultaneity as key to a humanist critical literacy, which not only promotes engaged students and teachers but is also a political commitment to developing the citizen scholar. In the Wits Writing Programme, attentiveness to simultaneity represents a principle of teaching and of learning, an aim of writing, and a guiding value of the programme's construction.
Voicelessness is arguably the endemic trope of modernist literature. Writers began to push language out of shape; experiment with the visual and the aural; invoke the silent and the explosive--all in an effort to access a voice that could speak articulately above the din of modern violence and mechanization. "Through the Eyes" examines the ways in which women writers in particular attempted to address the failure of language to talk about trauma, illness, war and the body. Borrowed from a moment of communicating "through the eyes" between Virginia Woolf and Katherine Mansfield, I deploy the theoretical trope look-listening as a critical strategy engaging rather than censuring the body. As such, I utilize sign language--the literal and visual language of the Deaf--critically in order to evoke a reassessment of the fragmented paradigm of modern language and literature through a realignment of expressive and receptive modalities. Building on the burgeoning fields of Disability and Deafness studies, Feminist discourses, Queer theory, and linguistic anthropology, I suggest a new narrative of vocalized bodies.Beginning with an examination of William James' stream of consciousness alongside the cherology, or syntax, of signed languages this dissertation reveals the ways that sign's iconicity, movement, and multiplicity are ideal vehicles for sketching the life of the mind. Virginia Woolf's experimental novels, then, reveal "moments of being" as "moments of deafness." Carson McCullers' literal deployments of deafness underscore distinctions between hearing and listening, between speech and speaking, and the violent consequences for failed communication. Joy Kogawa's Obasan, a narrative in which "voice" has been obliterated by government mandate, is revealed as a traumatic narrative that can only be told through a language that doesn't involve telling. I conclude with Monique Truong's Book of Salt, a re-telling of modernism from an outsider's perspective, to show how the potential for look-listening works in a critical modality of deaf-blindness. Such a conclusion reconceptualizes the expressive and receptive modalities of the hands and tongue to offer a more active look-listening that serves as a counternarrative and a companion to seminal modernist narratives.
There is so much knowledge in the stories and experiences of communities across the world. In times of crisis we tend to look towards experts to provide solutions. But while innovation and technology are valuable tools, we must also look to the direct experiences and lived knowledge of those who have already been impacted and have already needed to develop a response. We can collaborate across context in order to hear what those around us already know and re-orient towards decolonization. Art and education are vital tools for this, but how can we be art educators in an authentic, ethical, and respectful way to learn how we as a species can come together and survive the climate chaos, violent inequity, and daily injustices of the present? For my thesis research I investigated the politics, problematics, and potentials of listening as a component of anti-authoritarian community engaged art. I asked such questions as: How would artists and cultural workers describe listening as an active practice in their work? What are some ways that sharing stories can disrupt historical relationships towards power, knowledge, and expertise? What shared ethics should be considered when holding other people's stories? For this project I interviewed 13 people working as collaborators in communities primarily in Chicago and Philadelphia. Those who I interviewed might call themselves curators, activists, photographers, teachers, musicians or urban planners, but they share a vision for witnessing and celebrating the experiences of everyday people. Some people I knew beforehand through my own work and others I met for the first time when I interviewed them in the fall and winter of 2019-2020. In addition to the case studies I conducted through interviews, I made a series of drawings in response to what I learned. I coded the transcripts according to themes that were used to develop a series of posters about the major ideas that the artist/educator/activists talked about including mutual learning, local expertise, self knowledge, and making as listening. Through my interviews, a need for context-driven thinking emerged. Various differences contributed to the wide variety of approaches such as demographics, histories, relationships towards power and resources, creative roles, and world visions. To this end, I have not come out of this project with a one-size-fits-all strategy but rather a more complex web of intersecting, overlapping, and contradictory stances towards listening and sharing stories. The implication for my practice and for others at a similar early career point is to lean into specificity, to build local relationships slowly, and to never assume you entirely know what you're doing.
The military service of combat soldiers may pose many threats to their well being and often take a toll on body and mind, influencing the physical and emotional make-up of combatants and veterans. The current study aims to enhance our knowledge about the combat experiences and the challenges that female soldiers face both during and after their service. The study is based on qualitative methods and narrative analysis of in-depth semi-structured personal interviews with twenty military veterans. It aims to analyze the narratives of American and Israeli female combat soldiers regarding their military service, with emphasis on the soldiers' descriptions, in their own words, about their difficulties, challenges, coping and successes during their service and transition to civilian life. A recurring theme in the interviews with the veterans of both militaries was the need to be heard and the fact that societies, therapists, and military institutions do not always truly listen to female veterans' experiences and are not really interested in what actually ails them. Our research suggests that conventional methods used in research relating to veterans might at times be inadequate, because the inherent categorization might abstract, pathologize, and fragment a wide array of soldiers' modes of post-combat being. Moreover, female veterans' voices will not be fully heard unless we allow them to be active participants in generating knowledge about themselves.
Museology, discipline that along with museography deals with museums, has studied for years traditional museums dedicated to special and defined historical collections of material heritage as the only one which is officially recognized. This article shows how maps are more than just a cartographic representation because they express the idea of the site, summarize the world vision of those who live there and, at the same time, identify the territory symbols and the natural boundaries in which the community recognizes itself. In this sense, building a community map represents a democratic reflection for the active learning of history and for the education of heritage and citizenship in school contexts. In particular, through didactic practices, the mapping process puts into play the relationships between different generations, which carry experiences, memories and values that are completely dissimilar, but are still able to dialogue through the proposal of practices based on empathy, loyalty, acceptance, active listening, solidarity and cooperation.
The methodology of this article works with the standard procedure in diplomatic fact-finding and analyses, abductive reasoning from confidential conversations. The article follows the standard procedure for drawing on confidential conversations, Chatham House Rule, abbreviated CHR. What someone says may be quoted, but the identity of sources and their affiliated institutions remain confidential. The author denotes this methodology exploratory conversation, inferring by active listening. This article presents the author's research by exploratory conversations in all four states that form the Middle East state system, Turkey, Iran, Saudi Arabia, and Turkey, and sources from these states at various international venues. The conversations span the period from 2011 to 2017. By this methodology, the researcher may gain insights into the underlying mental models that form the group identities. In mental models, language constructs the shared sense of social reality and serve as repository of vast accumulations of meaning and experience .
Hearing-impaired (HI) individuals are shown to perform worse in auditory emotion recognition taskscompared to normal hearing individuals. It is still unclear if this is due to processing at low auditory levels or to categorisation of emotions that are involved in an experimental task(1). An index of emotion recognition can be observed in pupil dilations, which have recently been shown to dilate more for emotionally meaningful speech in comparison to emotionally neutral speech(2). We fitted 8 older HI participants, who had moderate to severe sloping high-frequency hearing loss, with frequency loweringenabled hearing aids for an acclimatisation period of 3-6 weeks. We recorded their pupil dilations in response to emotional speech with and without frequency lowering, during a passive-listening condition, both before and after the acclimatisation period.We also recorded their pupil dilations during an active-listening condition, which included a behavioural emotion identification task, after the acclimatisation period. We present here insights into the pupillary correlates of vocal emotion recognition inthe HI population and the impact of frequency lowering and the cognitive involvement elicited by the experimental situation on pupil dilation and emotion recognition capabilities in this population. (This project has received funding from the European Union's H2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 675324)
The article deals with the use of active learning technologies in the training the military specialists. It is revealed that technologies of active training allow to realize the goals of competent education by means of constructing a single socio-cultural environment. Active learning is considered as a way of implementing the content of training, where cadets are involved in the process of learning a foreign language and motivated to search the solutions of communicative or informative tasks independently. It is determined that active learning technologies envisage the unification of the learning process and the possibility of its further application in the typical conditions, they are aimed at the effectiveness, development of the personality of the cadet in the process of learning, have a well-founded goal at the project stage, provide for the optimal organization of the educational material. Active learning technologies are aimed at the development of various types of speech activity - reading, speaking, listening, writing. Different role and business games, conversations, discussions, conferences are used to improve the efficiency of foreign language learning. It has been determined that conferences as active learning technology require a long preparing work, provide a differentiated approach to language training of cadets, and provide an opportunity to combine cadets with different professional vocabulary. Innovative active learning technologies include individual and group presentations. It is shown that their effectiveness is related to the motivation to improve knowledge of a foreign language in order to represent better professional achievements. Active learning technologies require a special teacher training, which should take into consideration the personal characteristics of each cadet. It is proved that the use of these technologies in the process of studying a foreign language promotes the motivation of cadets, teaches to evaluate oneself and others objectively, helps to understand the concepts of military terminology, promotes better understanding in the group, helps to eliminate communicative barriers, reveal the personal and professional potential of cadets.Key words: cadet, technology, active training, foreign language, military defense, presentation, videoconference, project. ; У статті йдеться про застосування технологій активного навчання у процесі підготовки фахівців військової галузі. З'ясовано, що технології активного навчання дозволяють реалізувати цілі компетентнісної освіти за допомогою конструювання єдиного соціокультурного середовища. Визначено, що технології активного навчання передбачають уніфікацію процесу навчання і можливість застосування її в подальшому в типових умовах, вони спрямовані на результативність, розвиток особистості курсанта в процесі навчання, мають обґрунтовану мету вже на етапі проекту, передбачають оптимальну організацію навчального матеріалу. Визначено, що конференції як технологія активного навчання вимагають тривалої підготовчої роботи, передбачають диференційований підхід до мовної підготовки курсантів, дають можливість об'єднувати курсантів з різним словниковим складом фахового спрямування. Доведено, що використання означених технологій у процесі вивчення іноземної мови сприяє підвищенню мотивації курсантів, вчить об'єктивно оцінювати себе та інших, допомагає усвідомлено засвоювати військову термінологію, сприяє кращому порозумінню в групі, допомагає зняти комунікативні бар'єри, розкрити особистісний та професійний потенціал курсантів.Ключові слова: курсант, технологія, активне навчання, іноземна мова, військовий ЗВО, презентація, відеоконференція, проект. В статье говорится о применении технологий активного обучения в процессе подготовки специалистов военной отрасли. Выяснено, что технологии активного обучения позволяют реализовать цели компетентностного образования с помощью конструирования единой социокультурной среды. Определено, что технологии активного обучения предусматривают унификацию процесса обучения и возможности применения их в дальнейшем в типичных условиях, они направлены на результативность, развитие личности курсанта в процессе обучения, имеют обоснованную цель уже на этапе проекта, предусматривают оптимальную организацию учебного материала. Определено, что конференции как технология активного обучения требуют длительной подготовительной работы, предусматривают дифференцированный подход к языковой подготовке курсантов, дают возможность объединять курсантов с различным словарным составом профессионального направления. Доказано, что использование указанных технологий в процессе изучения иностранного языка способствует повышению мотивации курсантов, учит объективно оценивать себя и других, помогает осознанно усваивать военную терминологию, способствует лучшему взаимопониманию в группе, помогает снять коммуникативные барьеры, раскрыть личностный и профессиональный потенциал курсантов.Ключевые слова: курсант, технология, активное обучение, иностранный язык, военный ВНЗ, презентация, видеоконференция, проект. The article deals with the use of active learning technologies in the training the military specialists. It is revealed that technologies of active training allow to realize the goals of competent education by means of constructing a single socio-cultural environment. Active learning is considered as a way of implementing the content of training, where cadets are involved in the process of learning a foreign language and motivated to search the solutions of communicative or informative tasks independently. It is determined that active learning technologies envisage the unification of the learning process and the possibility of its further application in the typical conditions, they are aimed at the effectiveness, development of the personality of the cadet in the process of learning, have a well-founded goal at the project stage, provide for the optimal organization of the educational material. Active learning technologies are aimed at the development of various types of speech activity - reading, speaking, listening, writing. Different role and business games, conversations, discussions, conferences are used to improve the efficiency of foreign language learning. It has been determined that conferences as active learning technology require a long preparing work, provide a differentiated approach to language training of cadets, and provide an opportunity to combine cadets with different professional vocabulary. Innovative active learning technologies include individual and group presentations. It is shown that their effectiveness is related to the motivation to improve knowledge of a foreign language in order to represent better professional achievements. Active learning technologies require a special teacher training, which should take into consideration the personal characteristics of each cadet. It is proved that the use of these technologies in the process of studying a foreign language promotes the motivation of cadets, teaches to evaluate oneself and others objectively, helps to understand the concepts of military terminology, promotes better understanding in the group, helps to eliminate communicative barriers, reveal the personal and professional potential of cadets.Key words: cadet, technology, active training, foreign language, military defense, presentation, videoconference, project.
