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AbstractThomas Sebeok coined the termzoosemioticsand defended it and its eventual successorbiosemioticsconsistently. These terms revolutionized semiotics by expanding its scope and moving it theoretically closer to Peirce and away from semiology. In this spirit, I would like to introduce the concept ofxenopedagogy, or the process of teaching and learning applied to extraterrestrials. While there is a body of work around astrobiology, xenobiology, and xenocommunication, there is nothing on record about xenopedagogy. Given an obvious kinship between edusemiotics and xenopedagogy, there is value in moving forward with the purely speculative work (so far) of exploring the dynamics and challenges of how humans and extraterrestrials might create educational opportunities for each other. An outline of potential key issues and possible directions will then be presented.

In diesem Artikel sollen – unter Anwendung des Verfahrens des imaginären Memoirs – die logischen und die semiotischen Grundlagen einer empirischen Untersuchung von Bedeutung näher erläutert werden. Ich bediene mich der Stimme von Sherlock Holmes, um einige kritische Fragen bei der Anwendung konkreter Logik in der qualitativen Forschung sichtbar zu machen. Ausgehend von einem vertieften Verständnis der Logik bei der Anwendung der Forschungsmethode mache ich außerdem Vorschläge für die Modifikation der derzeitigen qualitativen Forschungspraxis.

In this paper, I would like to show how qualitative research in education and semiotics can be brought together for the benefit of each field. Starting with attempts to define both qualitative research and semiotics in ways that can inform both disciplines, I hope to accomplish this task by mapping a series of three crossroads that define the past, present, and hopefully the future of the field.

Die weltweite Anwendung von computervermittelten Interaktionssystemen hat nicht nur eine Nutzerkultur geschaffen, sondern auch eine völlig neue Art der sozialen Interaktion und des Denkens. In dem vorliegenden Artikel stellen wir daher die These auf, dass computervermittelte Interaktion weder als geschriebene noch als gesprochene Sprache verstanden werden sollte, sondern als postliterarischer technologischer Wandel der Sprache selbst. Aufbauend auf SHANKs (1993) Verständnis von "multilogue" als Kommunikationsform und ONGs (1992) Pionierarbeit zur Untersuchung mündlicher und schriftlicher Ausdrucksweisen im Lichte eines wachsenden Verständnisses von Kommunikation in einem technologisch hochentwickelten Zeitalter, schlagen wir vor, dass Systeme der computervermittelten Interaktion, besonders solche, die für Ausbildungszwecke verwendet werden, nur verstanden werden können, wenn die Logik und Werkzeuge der qualitativen Forschung mit einem semiotischen Verständnis des Prozesses selbst kombiniert werden. Um diese Thesen zu untersuchen, beleuchtet der Artikel computervermittelte Interaktion innerhalb einer als "Teaching as Intentional Learning" oder "TIL" (MOSS 1998) bezeichneten elektronischen Lern-Umgebung. Die TIL entnommenen Beispiele zeigen, das qualitative Verfahren notwendig sind, um über eine Zeitperiode hinweg kritische Veränderungen von Meinungen – in diesem Fall von Lehrern und Lehrerinnen – festzustellen. Dies entspricht dem postliterarischen Kommunikationsverständnis und der Feststellung, dass beides – die Art und Weise der Kommunikation und qualitative Methoden zu ihrer Erfassung – erforderlich ist, um computervermittelte Interaktion zu verstehen und um zukünftig bessere Interaktionssysteme entwickeln zu können.

Get the most out of this lecture. and you will be surprised at what mental and cognitive capabilities are all about. This event, commented by Gary Shank (Duquesne University) and chaired by Yulia Nikitenko (Institute for Philosophical Studies), is part of the activities of the 2022 International Open Seminar on Semiotics: a Tribute to John Deely on the Fifth Anniversary of His Passing, cooperatively organized by the Institute for Philosophical Studies of the Faculty of Arts and Humanities of the University of Coimbra, the Lyceum Institute, the Deely Project, Saint Vincent College, the Iranian Society for Phenomenology at the Iranian Political Science Association, the International Association for Semiotics of Space and Time, the Institute for Scientific Information on Social Sciences of the Russian Academy of Sciences, the Semiotic Society of America, the American Maritain Association, the International Association for Semiotic Studies, the International Society for Biosemiotic Studies, the International Center for Semiotics and Intercultural Dialogue, Moscow State Academic University for the Humanities and the Mansarda Acesa with the support of the FCT - Foundation for Science and Technology, I.P., of the Ministry of Science, Technology and Higher Education of the Government of Portugal under the UID/FIL/00010/2020 project. *** Lucia Santaella is a researcher 1A of CNPq, graduated in Portuguese and English Literature. She is a Full Professor in the Post-Graduate Program in Communication and Semiotics and Director of the Post-Graduate Program in Technologies of Intelligence and Digital Design at PUC-SP - Pontifical Catholic University of São Paulo, with a PhD in Literary Theory received from PUC-SP, in 1973, plus a Habilitation Thesis (Livre-Docência, in Portuguese) in Communication Sciences at ECA-USP - School of Communications and Arts of the University of São Paulo, achieved in 1993. She is the Director of the CIEP - International Center for Peircean Studies at PUC-SP. She is the Honorary President of the ...

We sought to qualitatively evaluate impediments in implementing a novel Screening, Brief Intervention and Referral to Treatment (SBIRT) protocol into normal emergency department (ED) workflow for patients with at-risk drug/alcohol behavior. From 2010, administrative and nursing champions trained nurses at a single ED (census: 50,000 visits/yr) in SBIRT and incorporated SBIRT into normal ED nursing workflow in 2012. To qualitatively analyze impediments in SBIRT implementation, we created a semi-structured questionnaire for protocol champions with subsequent follow-up. Investigators analyzed responses using qualitative methodology based on a modified grounded theory framework. In 2012, 47693 visits by 31525 patients met SBIRT protocol initiation criteria with a protocol execution rate of 83.4%. Interview data identified the following impediments: (1) Need for multi-layer leadership support; (2) Application of an overarching vision to constantly address personnel attitudes towards SBIRT appropriateness in the ED; (3) Continuous performance monitoring to address implementation barriers close to real time; (4) Strategic and adaptive SBIRT training; and (5) External systemic changes through internal leadership. Qualitative analysis suggests that impediments to SBIRT implementation in the ED include views of SBIRT appropriateness in the ED, need for continuous reinforcement/refinement of personnel training / protocol execution, and fostering of additional administrative/financial champions.