CONTENT AND ORGANIZATION OF TEACHING ORTHOGRAPHY AS ONE OF THE COMPONENTS OF WRITTEN SPEECH (ON THE EXAMPLE OF ENGLISH)

Purpose of the study: This article proposes a system for teaching English spelling as one of the aspects of mastering a word, i.e. mastering the acoustic, semantic, functional, and graphic-orthographic sides of a word. The task of the given research is considering the operational content of the process of re-encrypting audio signals into alphabetic, i.e. act of writing itself, as one of the components of writing. Methodology: The analysis of the process of replacing acoustic signals with letters in the act of writing in order to identify its structure is based on scientific ideas about the patterns of functioning of the speech mechanism, of which the act of writing itself is a part. The content of learning activities in mastering English spelling includes sets of actions for both teachers and students. The approximate stage in the activity of mastering English spelling begins with the presentation of a visual image of previously orally worked out words. Results: After identifying signs of learning difficulties in a graphic orthographic form of the words being acquired, a kind of problem situation is created, i.e. there is a need to choose actions that would most effectively overcome difficulties. The teacher helps and guides this choice. Teaching orientation in educational material, training individual actions and inclusion of acquired words in written speech activity are recognized as the main stages in such training. The authors actualize the need for specially organized didactic processes - learning steps that together form a learning activity, which is a way to form the mechanisms on which the act of writing is based. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Content and Organization of Teaching Orthography as one of the Components of Written Speech is presented in a comprehensive and complete manner

Negotiation of Meaning in the English as a Foreign Language Classroom Interaction

Studi ini difokuskan pada negosiasi makna di dalam bahasa Inggris sebagai interaksi kelas bahasa asing. Dua pertanyaan penelitiannya adalah: 1) Tipe-tipe transaksi, pertukaran,perpindahan dan tindakan apakah yang terjadi pada negosiasi makna dalam bahasa Inggris sebagai sebuah Interaksi Kelas Bahasa Asing antara dosen dan mahasiswa? 2) Sampai padatingkatan apakah dosen dan mahasiswa memerankan peranan di dalam proses negosiasi makna dalam bahasa Inggris sebagai sebuah Interaksi Kelas Bahasa Asing? Penelitian ini menggunakan metode kualitatif-deskriptif. Subjek studi ini adalah dosen dan mahasiswa semester enam padaProgram Studi Pendidikan Bahasa Inggris pada kelas Metodologi Penelitian. Analisis ini pada dasarnya didasarkan pada analisis wacana kelas yang diajukan oleh Sinclair dan Coultharddengan sistem yang disebut: transaksi, pertukaran, perpindahan, dan tindakan. Hasil dari studiini menunjukkan bahwa (a) tiga tipe transaksi pokok yang terjadi pada wacana kelas EFL adalah; 1) melaporkan transaksi sebanyak 44 kali (45,36%), 2) memunculkan transaksisebanyak 35 kali (35.05 %), dan 3) mengarahkan transaksi sebanyak 19 kali (19.59 %). (b) Tipe-tipe pertukaran yang terjadi pada wacana kelas EFL meliputi 14 jenis pertukaran, yangterjadi sebanyak 128 kali, tetapi yang paling sering terjadi adalah membatasi (boundary), yaitu sebanyak 51 kali (39.84 %) dari keseluruhan kejadian pertukaran, sedangkan memperkuat (reinforce) dan menerima (accept) menempati posisi terendah, yaitu satu kali (0.78 %) dari keseluruhan kejadian pertukaran. (c) Tipe-tipe perpindahan yang terjadi pada wacana kelas EFL di dalam kelas Metode Penelitian adalah: 1) Perpindahan Awal (pembukaan) terjadi sebanyak 36 kali (37.5 %), 2) Perpindahan Respon (memberikan jawaban) terjadi sebanyak 34 kali (35.42 %), dan Perpindahan Umpan-Balik (tindak lanjut) terjadis sebanyak 26 kali (27.08 %).(d) Pada tipe-tipe tindakan yang terjadi pada wacana kelas EFL, terdapat 22 jenis tindakan yang terjadi, sebanyak 1.106 kali, tetapi yang paling sering terjadi adalah yang membenarkan(acknowledge), yaitu sebanyak 238 kali (21.52 %) dari seluruh kejadian tindakan, sementara memeriksa (check) menempati posisi terendah yaitu 3 kali (0.27 %) dari seluruh kejadiantindakan. Peran dosen dan mahasiswa di dalam proses negosiasi makna antara lain: 1) proses ritual yang dilakukan oleh dosen, sebanyak 8 kali (53.33 %), proses ritual yang dilakukan oleh mahasiswa, sebanyak 7 kali (46.67 %); sementara ritual negosiasi yang dilakukan sebanyak 12kali dibagi ke dalam Data I sebanyak 6 kali atau 50 % dan Data II sebanyak 6 kali atau 50 % pula. Diharapkan bahwa hasil dari studi ini akan memberikan informasi kepada para dosenbahsa Inggris di Indonesia sebagai konteks EFL mengenai beberapa strategi yang dapat digunakan untuk mengoptimalkan makna negosiasi antara dosen dan mahasiswa di dalam wacana kelas. Partisipasi mahasiswa di dalam wacana kelas EFL tergantung kepada bagaimana dosen menciptakan situasi, dengan menggunakan metode-metode yang tepat, karakteristik mahasiswa, serta alat-alat instruksi pilihan serta tidak didominasi oleh dosen

Branding of UK higher education institutions: an integrated perspective on the content and style of welcome adresses

The transformation to a more market-oriented steering approach in European higher education challenges universities and other higher education institutions to consider developing branding or image management activities. The existing literature focuses either on the content or the style, but we argue that an integrated perspective is needed to fully grasp the processes underlying branding. In a comparative case study of ten UK higher education institutions with varying reputations – five highly reputed versus five low(er) reputed institutions – we demonstrate how and why branding is deployed in welcome addresses of institutional leaders. Our findings indicate that isomorphic tendencies are visible, although brand differentiation could also be identified between highly and lowly reputed institutions. Our findings provide support for the competitive group perspective on branding activities

"How May I Help You?": Modeling Twitter Customer Service Conversations Using Fine-Grained Dialogue Acts

Given the increasing popularity of customer service dialogue on Twitter, analysis of conversation data is essential to understand trends in customer and agent behavior for the purpose of automating customer service interactions. In this work, we develop a novel taxonomy of fine-grained "dialogue acts" frequently observed in customer service, showcasing acts that are more suited to the domain than the more generic existing taxonomies. Using a sequential SVM-HMM model, we model conversation flow, predicting the dialogue act of a given turn in real-time. We characterize differences between customer and agent behavior in Twitter customer service conversations, and investigate the effect of testing our system on different customer service industries. Finally, we use a data-driven approach to predict important conversation outcomes: customer satisfaction, customer frustration, and overall problem resolution. We show that the type and location of certain dialogue acts in a conversation have a significant effect on the probability of desirable and undesirable outcomes, and present actionable rules based on our findings. The patterns and rules we derive can be used as guidelines for outcome-driven automated customer service platforms.Comment: 13 pages, 6 figures, IUI 201

Rediscovering the Spirit of Competition: On the Normative Value of the Competitive Process

The paper develops its core argument in 12 sections structured in three parts: I Positive analysis; II Normative proposal; and III Operationalisation. Section B illustrates the traditional justification for the utilitarian perception of competition and analyses its main weaknesses. Section C explores conceptual differences and underlines the fundamental similarities of the two major deontological antitrust schools (Austrian and Ordoliberal). Section D provides some conceptual argumentation for the treatment of competition as a constitutional value. Section E introduces the theoretical framework of value pluralism which reconciles the conflicts between constitutional values. The methodology of value pluralism is applied in order to balance the value of competition with the interests of welfare. Section F opens the second part of the paper. It explores competition as the essence of liberal democracy, claiming that the economic aspects of competition together with its political (elections) and cultural (free speech) elements constitute the core of democratic governance. Accordingly, these values should be protected as a matter of evolutionary choice of society without any utility-based verification. Section G conceptualises the ‘Oroboros dilemma’ of self-destructive freedom and democracy, which is described in the domain of competition by Robert Bork as the ‘antitrust paradox: a policy at war with itself ’. Section H continues the comparative analysis of competition. It explores regulatory practices developed for the protection of free elections (political competition) and free speech (cultural competition) on one hand and economic competition on the other. It reveals the main methodological error of antitrust, which prevents immunisation of some anticompetitive practices from sanctions on non-utilitarian grounds. This section concludes that, unlike its political and cultural counterparts, economic competition is gradually transforming into a purely instrumental consequentialist policy which corresponds neither to the semantics nor even to the syntax of the term ‘competition’. The logic of such transformation is a direct consequence of the above-mentioned methodological inconsistency between economic competition on one hand and the political and cultural aspects of competition on the other. Section I develops the argument that in certain situations anticompetitive agreements are immunised from antitrust sanctions provided that they simultaneously promote competition more than they distort it. This possibility exists in the regulation of the political and cultural aspects of competition, but it is missing in the economic context. The current structure of Article 101(3) of the Treaty on the Functioning of the European Union (TFEU) does not envisage this option. Therefore in practice courts tend to develop indirect ways of granting immunity to undertakings which cannot conform to the rigid utilitarian requirements of Article 101(3) TFEU. While acceptable, this solution is far from optimal. For this reason the section proposes a conceptual amendment of Article 101 TFEU. This proposal is designed as a contribution to the academic debate on the role of the competitive process in antitrust rather than as a direct call for changes in primary European law. Section J clarifies that the proposed deontological benchmark for competition does not diminish the importance of utilitarian values since the proposal merely extends the current regulatory framework without substituting any of its existing parts. The application of the amended Article 101 (3) TFEU would still be based upon the discretion of the decision-maker. The will of the decision-maker (be it the Commission, national authorities or courts) constitutes the central part of this section. It analyses the balancing techniques, developed by the legal and constitutional theories and implements them into the area of antitrust. Section K continues the analysis of the balancing act, dealing specifically with the technique of separation of different values. It proposes a two-step methodology of balancing. The first one is purely value-centric. It artificially isolates each value from all others in order to undertake their independent analysis which helps to understand the internal essence of each value separately. The second consecutive step recontextualises previously isolated values into the main regulatory agenda. This section demonstrates that the present-day regulatory status of competition does not enable it to be in the par-in-parem relationships with other values, because all balancing acts are performed as a one-step analysis: each value is only balanced against the others at the external level, where the one with the higher importance always prevails. This section is designed to provide the operational justification for the normative proposal developed in Section I. The last section summarises the main findings of the paper

The ergonomics of command and control

Since its inception, just after the Second World War, ergonomics research has paid special attention to the issues surrounding human control of systems. Command and Control environments continue to represent a challenging domain for Ergonomics research. We take a broad view of Command and Control research, to include C2 (Command and Control), C3 (Command, Control and Communication), and C4 (Command, Control, Communication and Computers) as well as human supervisory control paradigms. This special issue of ERGONOMICS aims to present state-of-the-art research into models of team performance, evaluation of novel interaction technologies, case studies, methodologies and theoretical review papers. We are pleased to present papers that detail research on these topics in domains as diverse as the emergency services (e.g., police, fire, and ambulance), civilian applications (e.g., air traffic control, rail networks, and nuclear power) and military applications (e.g., land, sea and air) of command and control. While the domains of application are very diverse, many of the challenges they face share interesting similarities

The Method and Role of Comparative Law

Part II will lay out the methodology of comparative law. My proposal for comparative methodology consists of these steps: Step 1 calls for acquiring the skills of a comparativist. These skills require immersion in the culture under review, linguistic knowledge, and the application of neutral, objective evaluative skills. Step 2 requires the application of these comparative skills to evaluate the external law, which consists of the law as written or stated. Here we must do a close assessment of the similarities and differences of the laws of different countries under review. Step 3 involves applying that same methodology to the internal law, a level of law that lies beneath external law yet has important influences on the formation of law. Finally, in Step 4 the results of comparative investigation are assembled in order to determine what we can learn from the foreign legal system and how that insight might reflect on our own legal system. Part III will then turn to describing and outlining the mission of comparative law. Here the focus will be on employing comparative law methodology to help gain insight into the laws of non- Western countries and solve pressing public policy questions