Face-to-Face Communication

In this article, we analyze three cases in which subordinates' oral claims are refuted by superiors who draw on written documents of which the subordinates are the (in)direct authors. In this ventriloquization process (Cooren, 2012), the superiors construct these written documents as facts, which have institutionalized the evidential status of the claims. In particular, we use courtroom data and data from performance appraisal interviews in a medical organization. This comparison revealed that the latter allowed for a more flexible handling of written documents, while the former displayed a much more rigid structure in which the 'incorporation' of written records immediately entailed a number of interactionally non-negotiable implications. Overall, it became clear that by drawing on the different ontological status of written records, superiors subject subordinate participants to their authority, as such constituting the organization in the name of which they are acting and which reflexively entitles them to act in this way. Keywords discourse analysis-performance appraisal interviews-courtroom interactions-written documents-ventriloquization-authority * We would like to thank François Cooren for his comments on an earlier version of this article.

This study provides a resolution for two contrasting hypotheses around media use, the augmentation and the displacement hypotheses. To do this, we conducted an online survey of 300 Korean adults examining the relationships among the social use of media, face-to-face communication, social isolation, connectedness, and subjective well-being. The results indicate that connectedness, not avoiding social isolation, mediates the effects of the social use of media on subjective well-being. On the other hand, both connectedness and avoiding social isolation mediate the effects of face-to-face communication on subjective well-being. These results suggest that the social use of media is limited to seeking connectedness to others, whereas face-to-face communication can facilitate avoiding social isolation as well as seeking connectedness, which can explain why the two contrasting hypothesis, the augmentation and the displacement hypotheses, can be right. In the domain of seeking connectedness, media can augment face-to-face communication. On the other hand, in the domain of avoiding social isolation, media may displace face-to-face communication.

Interaction between people is a cornerstone of being human. Despite huge developments in languages and communicative skills, interaction often fails, which causes problems and costs in everyday life and work. An inability to conduct dialogue also produces conflicts between groups of people, states and religions. Therefore, there are good reasons to claim that miscommunication and failures in interaction are among the most serious problems in the world. Researchers from different fields-linguistics, sociology, anthropology, psychology, brain research, philosophy-have tried to tackle this complex phenomenon. Their method-driven approaches enrich our understanding of the features of interaction in many ways. However, what is lacking is an understanding of the very essence of interaction, which needs a more holistic, phenomenon-driven approach. The aim of this paper is to show that the only way to reach this goal is multidisciplinarity, that is, using the results and methods of different fields of research. This is not an easy goal and task because the way of thinking and doing research varies greatly discipline-wise. A further obstacle is the researchers' training, which, as a rule, focuses on the tradition of only one field of research. The Multidimensional Model of Interaction provides a good framework for a more holistic approach to interaction by viewing the complex phenomenon from different angles. The model includes various phases of the process of interaction, beginning with the choice of the topic by the speaker and ending with identification of the reference by the recipient, as well as the mental worlds of the interlocutors (knowledge, attitudes, values, emotional state etc.), recipient design (accommodation of speech) and external circumstances.

This research examined the full range of tasks and activities that design engineers perform, how their working time is distributed among these, and how these issues influence their satisfaction with their work. Seventy-eight design engineers each carried a personal digital assistant (PDA) for twenty working days. Once every hour, they entered data into their PDAs concerning their current work tasks and satisfaction levels, using a work sampling approach. Work tasks were explored from multiple perspectives, yielding highly extensive and detailed results. A key finding was that design engineers' work involves considerable technical engineering work (62.92% of time) and socially collaborative work (40.37% of time). The results were discussed in terms of their implications for academic theory and organizational practice.

This chapter makes three central claims: first, that the term consensus has been used to identify two different phenomena, mental consensus and interactional consensus; second, that unanimity (everyone agrees) and consensus (no one disagrees) are two distinct modes of collective decision-making and, third, that consensus is a mode of decision-making that can be practiced in different ways, thus making it necessary to distinguish different types of consensus when analyzing (and practicing) consensus decision-making: imposed consensus, acclaimed consensus, basic consensus, and deliberative consensus.
These for types of consensus vary in their degree of openness towards dissenting voices. In an imposed consensus, it is simply claimed (e.g. by the meeting chair) that consensus has been reached with no opportunity for the meeting participants to oppose this claim. In an acclaimed consensus, in contrast, there is an explicit opportunity for participants to express their views, but its official purpose is not to express dissent but consent. In basic consensus participants are explicitly asked if there is anyone who disagrees and a stretch of audible silence passes before the consensual decision is confirmed. Deliberative consensus, finally, not only gives participants the opportunity to express dissent, but actively encourages that dissent is articulated in order to make sure that no one is silenced.

„Alles Lebendige bildet eine Atmosphäre um sich her.“
(Goethe 2016, S.55)

An erster Stelle soll veranschaulicht werden, inwiefern der Atmosphärenbegriff für den Bereich der Pädagogik signifikant ist. Wie hat sich dieser, eher naturwissenschaftlicher, Terminus aus der frühen Neuzeit, der primär für die Bedeutung der Luftschicht des Erdballs benutzt wurde, in den Geisteswissenschaften eingenistet? (vgl. Bartels 2011, S.1) Welche Bedeutung wird ihm heutzutage zugesprochen? Nachdem die Atmosphäre anhand von Bollnow und Hauskeller definiert wurde, wird ein Überblick über den Gebrauch des Begriffs im umgangssprachlichen und schulpädagogischen Bereich gegeben. Unsere multimediale Gesellschaft hat diesem Atmosphärenbegriff, womöglich eine neue Bedeutung zugeschrieben. Der Bezug auf die moderne Gesellschaft wird durch das eLearning hergestellt. So werden anschließend die konstruktivistischen und kognitiven Ansätze umrisshaft auf das traditionelle Klassenzimmer und die eLearning-Plattformen bezogen. Es wird sich in erster Linie mit den Lehrenden, welche vor einer neuen Aufgabe stehen, befasst, denn der Unterschied zwischen der Atmosphäre im Klassenzimmer und auf den eLearning Plattformen, beziehungsweise dem Lernprozess in der virtuellen Gemeinsamkeit, scheint unumstritten zu sein. Aus diesem Grunde setzt sich diese Arbeit mit dem Wandel der Lehrerrolle, besonders nach der Bildungsexpansion im deutschsprachigen Raum auseinander. Mit Rogers wird ausführlicher auf den Personenzentrierten Ansatz eingegangen. Der Übergang zur Rolle des Lehrenden im virtuellen Klassenzimmer wird von dem selbstgesteuerten Lernen gegeben und es wird erläutert, inwiefern eLearning diesen Ansatz unterstützt. Die neu aufkommende Lehrerrolle wird mit Hilfe der pädagogischen Hochschule Zürich und Dr. Seufert, welche Recherchen im eLearning Bereich leitet definiert. Die Verknüpfung zwischen Klassenzimmer und eLearning bietet das „Blended Learning“, welches vorwiegend die „Face-To-Face-Education“ und das „Distance Learning“ kombiniert. Eine neue Art der Kommunikation zwischen Lehrenden und Lernenden ist auf diese Weise entstanden. Folglich nimmt dies auch Einfluss auf die Aufgabe der Lehrenden. Werden Informationen im virtuellen Raum wirklich einfacher und besser präsentiert? Zweifellos ist anzuerkennen, dass virtuelle Sphären bereits zum Alltag vieler Kinder gehören. Dementsprechend soll diese Arbeit die zukünftige Rolle der Lehrenden im neuen Klassenzimmer erforschen. Schlussendlich wird auf die Frage eingegangen inwiefern „Blended Learning“ dem personenzentrierten Ansatz oder handlungsorientiertem Ansatz zugeordnet werden kann. Abschließend wird ein Resümee die Entwicklung der Lehrerrolle zusammenfassend nachzeichnen.

Using data collected from focus groups and nonparticipant observations, this article explores how and why cross-talk by way of smartphone affects face-to-face encounters. The findings show there are three types of digital cross-talk: exclusive, semi-exclusive, and collaborative. Furthermore , it was found that digital cross-talk can either facilitate or disrupt the expressive order of an encounter. Semi-exclusive and collaborative digital cross-talk were found to facilitate encounters. Exclusive digital cross-talk was found to disrupt or have little influence on encounters, depending on whether or not interlocutors successfully engaged in a corrective process, an avoidance process, or aggressive face-work.

The article analyzes the media logic of urban acts of communication in early modern German cities. As is demonstrated by Cologne and Hamburg in the late seventeenth and early eighteenth centuries, the growing use of print (particularly pamphlets) moved local conflict away from face-to-face confrontation into progressively more multifaceted modes of communication, increasingly expressed in both manuscript and print. In highlighting the mediality of early modern urban culture, the changing relationship between the urban community, public opinion, and forms of communication is addressed. The resulting effect from the interplay and complementation of oral, written, and printed means of communication is described as echoes that formed an urban resonating box—a constant polyphonic state including both the literate and illiterate.

Die "mikroelektronische Revolution" 1 seit Mitte der 80er Jahre verändert unser Leben in bisher unbekanntem Maße. Die vielfältigen Ausprägungen dieser zunehmenden Digitalisierung erfassen alle Lebensbereiche. Dabei gibt es eine deutliche Indifferenz zwischen den Fähigkeiten des Menschen und den technologischen Möglichkeiten der entwickelten Systeme. 2 Seit jeher unternimmt der Mensch Anstrengungen um den Archetyp der Kommunikation, das Gespräch vis-à-vis, in dem die Menschen miteinander sprechen, sich anfassen und berühren, sich umarmen oder sich gegenseitig fühlen, unter Zuhilfenahme technischer Möglichkeiten zu reproduzieren. Dabei ist es das Ziel, die mündliche Kommunikation funktional äquivalent zu approximieren oder zu simulieren. Die in einem realen Gespräch erlernten Erfahrungen dienen dabei als unverzichtbare und notwendige Basis menschlicher Verständigung im Cyberspace 3, 4 . Ferner ist es irrelevant, ob es sich um das Chatten, Bloggen, Skypen, Kommentieren oder Liken dreht. Oder anders formuliert: Wäre es uns nicht möglich, im realen Leben 7

This course offers an introduction to linguistic anthropology and sociolinguistics. Some of the themes we will explore include the following: meaning in language, the use of language in context, the role of language in the organization of human activity, language and identity, the sequential organization of talk-in-interaction. To each of these topics we will adopt a comparative and cross-linguistic approach, asking about the extent and limits of human diversity as expressed through the use of language.

Covid-19 has strongly influenced the education system globally as it has transferred the face-to-face system into digital system of education. The aim of this study understands the influence of Covid-19 in education system modernisation to digital process. Data suggests that almost 284 million students have been affected due to Covid-19 issue in maintaining proper learning. Importance indicates individual and bias free strategy of education along with modernisation of education system globally. The study has collected valuable data and information by conducting a survey among 50 respondents from the educational sector. The results have found that the majority of people agree that digital literacy has brought limitations in terms of new features and tools. However, it can also be assessed that face-to face learning is limiting connections between students. Hence, future scopes and limitations for this could also be identified for future research.

Магистерская работа (2014 г.), основанная на анализе собранной базы данных, о фреймировании российской ролевой игры живого действия, о триггерах переключения фреймов, о вариантах оформления этого переключения и о преодолении "поломок" целевого (внутриигрового) фрейма.

It is a world of technology. We are living in a digital era. The most essential and indispensable technology we use every day is Internet. With the widespread advent of personal computers and portable smartphones, we are creating a virtual society in which we connect with people online through social media. Nowadays, people use more new modern social media to interact with friends instead of traditional face-to-face communication. Social media bonds people closely regardless of time and distance. When people are become more dependent on social media communication, they are gradually losing the competence to interact face-to-face.

Abstrak-Media hadir untuk menjadi bagian dari kehidupan manusia. Kehadiran dan perkembangan internet membawa cara baru terhadap bagaimana berkomunikasi dalam kehidupan sosial. Media sosial menyajikan dan mengubah paradigma komunikasi di masyarakat saat ini. Komunikasi di social media tidak dibatasi oleh jarak,ruang dan waktu. Bisa terjadi dimana saja, kapan saja, tanpa harus bicara langsung (tatap muka). Bahkan media sosial pun bisa meniadakan status sosial yang kerap menjadi penghalang komunikasi. Media sosia sendiri yaitu sebuah media online, dengan para penggunanya bisa dengan mudah berpartisipasi, berbagi, dan menciptakan suatu informasi yang meliputi blog, jejaring sosial, wiki, forum dan dunia virtual. Di sisi lain, dengan teknologi internet yang membuat komunikasi menjadi lebih mudah, ada beberapa efek negatif yang berhubungan dengan komunikasi interpersonal yaitu masyarakat menjadi tidak mau melakukan komunikasi secara langsung, termasuk dengan keluarga mereka. Dari masalah tersebut kita ingin mengetahui dan membuktikan apakah media sosial berdampak pada komunikasi interpersonal pada masyarakat. Abstract-The media are present to be a part of human life. The presence and development of the internet brings new ways of communicating in social life. Social media presents and alters the communication paradigm in today's society. Communication in social media is not limited by distance, space and time. Can happen anywhere, anytime, without having to talk directly (face to face). Even social media can negate social status that often becomes a barrier to communication. The social media itself is an online medium, with its users can easily participate, share, and create information that includes blogs, social networks, wikis, forums and virtual worlds. On the other hand, with internet technology that makes communication easier, there are some negative effects associated with interpersonal communication that the community becomes unwilling to communicate directly, including with their families. From the problem we want to know and prove whether social media impact on interpersonal communication on society.

Реферат к кандидатскому экзамену по антропологии (2016) для обоснования темы диссертации. Рассматриваются подходы к игре Й. Хёйзинги и Р. Кайуа, а также ролевая игра по отношению к таким феноменам, как ритуал, театр и взаимодействие лицом к лицу.

The paper deals with communication failures in everyday spoken discourse. The spontaneous character of oral speech is its basic property and becomes a prerequisite for the appearance of such a phenomenon as communicative failures. By communicative failures, we mean speech situations when the recipient of a speech message does not understand it correctly, i.e., in the way the speaker intended. The purpose of this pilot study is 1) to assess the total number of communication failures that occur with a person during a single day and 2) to determine the dependence of communication failure frequency on the communication settings and conditions. The main result of the study is a qualitative and quantitative assessment of communication failures during a subjects's day. The research is based on a special experiment based on 24-hour monitoring of the subject's speech and his subsequent retrospective commentary on all recorded data. Such an approach allows one to reduce the subjectivity inherent in much linguistic work. The research continues a series of studies devoted to the effectiveness of spoken communication and is important not only for understanding the fundamental processes of speech perception but is also crucial for the development of artificial intelligence systems involving human-computer speech dialogue systems and for speech technologies of the next generation.

El potencial transformativo de la tecnología en el ámbito de educación superior: Las carencias de los MOOC's, los beneficios del aprendizaje presencial y el modelo hibrido como una posible solucion optima (incorporando estudio empírico realizado en España en el 2013)

The dramaturgical model in sociology was developed by Erving Goffman in his famous work "The Presentation of Self in Everyday life" published in 1959. This theoretical model views social life as a stage on which an individual plays a role of performer, and tries to impress audience throughout her/his show. This viewpoint is one of Goffman's substantial contributions to comprehension of social interaction in day-to-day life. However, recent advances in communication technologies, especially the diffusion of the Internet and mobile phones, have brought many significant changes to social world. Those changes have led to the demand of revising Goffman's theory in order to better capture the nature and the rules of current social phenomena. This paper aims at assessing Goffman's dramaturgical model by examining contemporary social interaction based on recent improvement in communication technologies. Four main points in his framework including the interaction order, self, front, backstages and frontstages are put into discussion. By reviewing recent research, the paper suggests some modifications to Goffman's theory and leaves some questions for the future research to investigate.

—With the rapid changes occurring in the last twenty
five years, mobile phone technology has influenced every aspect of
life. Technological developments within the Internet and mobile
phone areas have not only changed communication practices; it has
also changed the everyday life practices of individuals. This article
has focused on understanding how people’s communication practices
and everyday life practices have changed with the smartphone usage.
The study was conducted by using in-depth interview method and the
research was conducted on twenty Turkish Cypriots who live in
Northern Cyprus. According to the research results, communicating
via Internet has rapidly replaced face to face communication in recent
years. However, results have changed according to generations.
Younger generations can easily adapt themselves to technological
changes because they are already gaining everyday life practices right
now. However, the older generations practices are already present in
their everyday life.

Este libro nace de una fascinación.

Una fascinación por la idea de que el carácter moral de una persona pueda revelarse mediante signos corporales y, especialmente, faciales. Una fascinación que se extiende a todas las formas no lingüísticas de la moralidad, a la información no verbal que transmitimos e interpretamos en el encuentro cara a cara. Una fascinación, en definitiva, por las diferentes formas históricas y culturales que toma la idea metafísica –profundamente arraigada– de que la cara es el espejo del alma.
Por supuesto, son muchas las disciplinas que abordan esta cuestión de un modo u otro. Al fin y al cabo, hablamos de identidad, de alteridad, de comunicación interpersonal. ¿Y a qué otra cosa se dedican la antropología, la sociología, la psicología y el resto de las ciencias humanas, así como una parte fundamental de la filosofía? Sin embargo, una historia moral del rostro tal como aquí se ensaya resulta novedosa y atípica. Y ello porque intenta integrar lo más interesante de todas esas fuentes que generalmente no suelen mezclarse, para desembocar en los fundamentos de una ética del rostro.
ÍNDICE:
Prólogo
I.  EL ROSTRO, ¿ESPEJO DEL ALMA?
II. FISIOGNOMÍA: DETERMINISMO Y LIBERTAD
III. BIEN-BELLEZA-VERDAD: UNIDAD Y ESCISIÓN
IV. CARA A CARA: EL ENCUENTRO ÉTICO CON EL OTRO

In any communication the person who has more information about interlocutor has an advantage. This advantage gives self confidence and control over situation. Thus many people would like to know a little bit more about their interlocutor. The science which allows to find out more information about any person get the advantage is called "Face Reading".

What is the relation between words and action? How does a person decide, based on what someone is saying, what would be an appropriate response? We argue that (1) every move combines independent semiotic features, to be interpreted under an assumption that social behavior is goal directed; (2) responding to actions is not equivalent to describing them; and (3) describing actions invokes rights and duties for which people are explicitly accountable. We conclude that interaction does not involve a 'binning' procedure in which the stream of conduct is sorted into discrete action types. Our argument is grounded in data from recordings of talk-in-interaction.

From Edward S. Casey, Distinguished Professor of Philosophy, Stony Brook University:
"This singular book puts a number of leading figures in philosophy into conversation with each other -- and with the author himself, who manages skillfully to create a true theatricum philosophicum in which complex ideas come alive and enter into intense dialogue. . . . Altared Ground is an extended meditation on the ground of ethics and (by implication and sometimes expressly) politics" (from "The Ethics of the Face to Face Encounter: Schroeder, Levinas, and the Glance," The Pluralist [Spring 2006]: 73-97).


From Kelly Oliver, W. Alton Jones Professor of Philosophy, Vanderbilt University:
"Schroeder not only elaborates on the relationship between Levinas's thought and the writings of other philosophers, but also powerfully rereads the history of Western philosophy. Beautifully combining scholarship and creativity, Schroeder goes beyond Levinas's alternatives to traditional theories of the self to suggest a notion of subjectivity that is not grounded in violence. His analysis of intersubjective violence is sustained and intricate, and provides a significant contribution to Continental ethics."

ATMs (Automatic Teller Machine) are becoming widely used in today's world because they are easy to use and offer convenience. However, today's ATM technology comes with some security risks such as the theft and misuse of cards, the possibility of losing a card, and forgetting PIN numbers. A growing number of frauds committed against automatic teller machines over the last decade motivated us to use biometrics to ensure the accuracy and security of personal identification. In this paper, we describe a biometric fingerprint and face recognition system that can replace ATM cards and PINs. The transaction is successful when fingerprint, OTP, and face match. If the fingerprint does not match, the customer is guided to enter the aadhaar number. Similarly, if face matching fails, the customer is given an option to answer the question. Here aadhaar number and correct answer to the question must be entered correctly to proceed. Aadhaar number entry and question & answer options are mainly provided for those who are unable to access the system because of damage to their physical attributes (finger and face).

The objectives of the study were to show the basic differences between Distance, Blended and Online learning, and establish their common challenges from literature. Approximately 35 categories/sets of
research results or findings from more than 65 publications were reviewed and used for this work. Articles were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine, and Elsevier. The key themes used for the search are Distance education, Distance learning, Online learning, Blended learning, Differences between face-to-face and online learning, and the use of the
internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into
six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues, policy issues, and social issues. It was strongly advised that, for effective DBOL implementation and
operation, there must be in place a solid DBOL policy, adequate infrastructure, and constant training of stakeholders on the use of learning management systems and the development of related IT skills in general.

Uzaktan eğitim uygulamalarının giderek yaygınlaşmasıyla öğreticiler uzaktan dersler de vermeye başlamışlardır. Bu süreçte öğreticiler yeni öğretim süreç ve araçlarıyla karşılaşmıştır. Yüz yüze öğretimden uzaktan öğretime geçiş sürecinin incelenmesi, gelecekteki öğretici eğitimlerinin planlanması açısından önemlidir. Bu araştırmada öğreticilerin uzaktan öğretime geçişteki rol değişimlerinin belirlenmesi amaçlanmıştır. Bu araştırma yeniliklerin yayılması teorisi çerçevesinde bir durum çalışması olarak yapılandırılmıştır. 2010-2011 döneminde ilk defa uzaktan ders veren 8 öğretim elemanı çalışmaya katılmıştır. Araştırma verileri yarı yapılandırılmış görüşme yöntemi kullanılarak toplanmış ve içerik analizi yöntemiyle analiz edilmiştir. Araştırma bulgularıyla yüz yüze eğitimden uzaktan eğitime geçişte öğretim elemanlarının rollerinde; teknoloji kullanımı, derse hazırlık, öğretme motivasyonu, etkileşim ve değerlendirme boyutlarında değişimler olduğu saptanmıştır. Ayrıca öğretim elemanlarının bu süreçte bazı problemlerle karşılaştıkları da ortaya çıkarılmıştır.

The term chronotope can help us to examine the validity of existing terms such as 'context'. Seen as a merging of Gofffman's notion of the social situation and Bakhtin's literary chronotope, it provides us with a very accurate tool for describing the units of language and social life.

The rapid adoption of social networking sites (SNSs) raises important questions about the social implications of such usage. Drawing on unique longitudinal data, surveying a representative sample of Norwegian online users (N = 2,000, age 15-75 years) in three annual waves (2008, 2009, and 2010), this study found a significantly higher score among SNS users in comparison to non-users in three out of four social capital dimensions: face-to-face interactions, number of acquaintances, and bridging capital. However, SNS-users, and in particular males, reported more loneliness than non-users. Furthermore, cluster analyses identified five distinct types of SNS users: Sporadics, Lurkers, Socializers, Debaters, and Advanced. Results indicate that Socializers report higher levels of social capital compared to other user types.

"Frühneuzeitliche urbane Öffentlichkeit war geprägt von "fliegenden Blättern" in allen Variationen – Flugpublizistik im weitesten Sinne. Mehrblättrige Flugschriften, obrigkeitliche Einblattdrucke, illustrierte Flugblätter, selbst handgeschriebene "Zettelchen" flogen wortwörtlich durch die Straßen der Städte und prägten so das Meinungs- und Politikklima. Mit den teils fingierten, anonymen und pseudonymen Publikationen wurde Öffentlichkeit von einer Vielzahl von Akteuren opportun organisiert, wenn nötig inszeniert, teilweise kämpferisch behauptet oder auch korrigiert. Als papiernen Gegenwartsbeschleunigern kam Flugpublizistik in urbanen Räumen um 1700 eine Verstärkerfunktion zu: als mediale Impulse dynamisierten Flugdrucke die innerstädtische Politiksphäre, da sie räsonnementanregend auf illiterati und literati wirkten. Auf Basis eines Quellenkorpus von rund 600 Flugdrucken, das im Medienverbund samt seinen Akteuren kontextualisiert wird, leistet Daniel Bellingradt einen Beitrag zur Historisierung des Öffentlichkeitsbegriffes der Frühen Neuzeit. Städtische Öffentlichkeit um 1700 skizziert er als ein mit Stadtmauern umgebenes mediales Räsonierforum, auf das Flugpublizistik aktivierend einwirkte.


„Der bemerkenswerten Arbeit Bellingradts ist eine breite Rezeption zu wünschen...“
Holger Böning in Jahrbuch für Kommunikationsgeschichte 13 (2011), S. 186f.

„Wer sich für die Entstehung von Öffentlichkeit interessiert und sich nicht nur auf die bis zur Erschöpfung wiedergekäuten fachtheoretischen Klassiker beziehen möchte, dem sei die Studie ebenso wie allen kommunikations- und pressehistorisch Interessierten wärmstens empfohlen.“
Rudolf Stöber in Publizistik 56 (2011), S. 485f.

„The author provides an important contribution on the development of the public sphere in early modern times, the making of early modern urban politics and printing culture. (...) The book is of interest to anyone working on the history of media and print, early modern urban politics and political culture, or the public sphere.“
Christian Preuße in German History 30,2 (2012), S. 294f.

„Das Verdienst, erstmals eine angemessene Idee von der Vernetzung der verschiedensten medialen Öffentlichkeiten in der deutschen Stadt in der Frühen Neuzeit vermittelt zu haben, gebührt der Untersuchung von Daniel Bellingradt.“
Gerd Schwerhoff in Stadt und Öffentlichkeit in der Frühen Neuzeit (Köln 2011), S. 22.

„[Eine] Stärke der Arbeit ist der konsequente Ansatz, dem medienspezifischen Tunnelblick durch die Einbeziehung der zeitgenössischen Multi- und Intermedialität entgegenzutreten. (...) Bellingradts Dissertation [ist] eine anregende und lesenswerte Arbeit, die nachdrücklich zu einer breiter angelegten frühneuzeitlichen Mediengeschichte und vor allem zur stärkeren Berücksichtigung der ‚fliegenden Blätter’ auffordert.“
Kai Lohsträter in H-Soz-u-Kult [27.03.2012]

„Imponerend (...) Bellingradt’s bronnenonderzoek is inderdaad vlekkeloos.“
Freya Sierhuis in Tijdschrift voor Geschiedenis 124 (2011), S. 570-572.

„Selon les travaux largement diffusés de Jürgen Habermas, une opinion publique politisée n’apparaît dans le Saint-Empire qu’à la fin du XVIIIe siècle, en lien avec la constitution d’une société civile. Pour Daniel Bellingradt, il y a des indices qui permettent de situer l’émergence de ce phénomène au moins un siècle plus tôt. (...) Ces études portant sur la situation de quatre villes allemandes permettent à l’auteur d’étayer son argumentation: il y avait en Allemagne, dès les années 1700, une opinion publique bien informée en matière politique, capable de discussion, d’argumentation et de raisonnement. Et la naissance de cette opinion publique fut favorisée, plus que par le livre ou la gazette, par la multitude des »petites pièces«, outil efficace et mobile permettant de réagir à chaud aux événements, de susciter et d’alimenter des débats et d’installer ceux-ci de manière visible dans l’espace public.“
Jean Schillinger in Francia-Recensio, 2012-2 [9.8.2012]
URL: http://www.perspectivia.net:8403/perspectivia/content/publikationen/francia/francia-recensio/2012-2/FN/bellingradt_schillinger

„Die große Leistung des Buches liegt in der gründlichen Untersuchung städtischer, konflikt-bezogener Flugpublizistik mit zahlreichen detaillierten Aussagen zu Auflagen, Preisen, Nach-drucken, Raubdrucken, Vertriebswegen und Zensurproblemen.“
Andreas Würgler in Vierteljahrschrift für Sozial- und Wirtschaftsgeschichte 99,3 (2012), S. 363-365.

„... una lettura senz’altro obbligata per quanti si occupino, con particolare riferimento alla Germania, di Illuminismo radicale, Frühaufklärung e Pietismo, di storia dell’università e della vita studentesca.“
Riccarda Suitner in Nuova Informazione Bibliografica 9,4 (2012), 868-870.

Chapter 1 (Introduction) can be found here: http://www.steiner-verlag.de/uploads/tx_crondavtitel/datei-datei/9783515098106_p.pdf

Till recent past, communication skills in general and face-to-face communication, in particular, have been profoundly for all intents and purposes viewed as the casual talk overlooking the role played by facial expressions and body language together with the bond of both parties involved. With the introduction of economic reforms of 1991, particularly, the process of Globalization, Liberalization, and Privatization, as the economy opened up, more and more importance was given to the development of better communication and for that matter Information and Communication Technology (ICT) sector must be scientifically and prudently on the global front observed as made up of public-private models of communication that attempts to generate dynamic, skilled, and lively humans. Consequently, such models should be highlighted and discussed on different platforms in higher education thereby shifting the importance merely from technology or technological expertise to the development of communication skills for human resource development and economic development that is sharing and caring, and for that reason supportable. Communication in its general form and face-to-face communication, in its precise form, is a complementary aspect of the socialization process and learning process that was not previously given much importance. After the dawn of Information and Communication Technology (ICT) in schools, colleges, and universities, we find thrust on skill development coupled with computer familiarity tempting contrary to old-style language laboratory atmosphere or classroom quarantine. Therefore, it is very important to promote more and more understanding of communications and its various forms, verbal and non-verbal in nature (Ritchie, 1980) and holistic communication models in an underdeveloped country like ours so as to pep talk or upsurge the productivity or efficiency levels of all sectors in general and education in particular.

Por medio del estudio del rostro no estereotípico en jóvenes con labio fisurado y/o paladar hendido (LPH), esta investigación tiene por objetivo ahondar en el conocimiento de las representaciones culturales del rostro y su papel como espacio de cristalización del sentimiento de identidad. La investigación se realizó en el Instituto Nacional de Pediatría (INP) con base en la descripción y el análisis de datos obtenidos a partir de: 1) la información recopilada mediante observación no participante en las consultas de los servicios de ortodoncia y cirugía plástica y 2) los datos proporcionados por 16 informantes en 15 entrevistas semi-estructuradas. En el estudio participaron 10 jóvenes pacientes (cinco mujeres y cinco hombres) con edades entre 13 a 18 años y seis familiares de pacientes con labio y/o paladar hendido. Al recuperar la voz de los pacientes para dar cuenta de su historia, este estudio amplía el entendimiento de las facetas psico-socio-culturales de las percepciones y representaciones sobre la variabilidad humana, al igual que visibiliza su entramado con las prácticas terapéuticas y con la vulnerabilidad social de las personas nacidas con LPH.

This study seeks to unfold interactional patterns of Thai EFL learners performing the problemsolving tasks in face-to-face (FTF) and synchronous computer-mediated (SCMC) contexts and explain to what extents that characteristics of each context contribute to learners' interaction. Problem-based learning was implemented as a scenario of the tasks due to its potentiality in bringing nature of learners' interactions out into open. The participants in this study were divided into two groups. The first group discussed the problems in the FTF context where their verbal and non-verbal languages were videotaped while the second group performed similar tasks in the SCMC context through Skype. Their conversations were automatically recorded by the program and later retrieved. The interview was conducted a week after the last discussion. The results revealed that the learners communicated through interactional patterns particular to the learning context. Furthermore, the properties of each context had influences on interactional stages, language use, and social interactions.

Examining phenomena critical to sustaining everyday social life, this dissertation investigates how both previously acquainted and unacquainted parties open their face-to-face interactions. I use the methods of conversation analysis to examine video recorded naturally occurring encounters between English-speaking persons interacting in a wide variety of settings in the United States. The first research to identify the specific interactional practices with which parties constitute their face-to-face openings, this dissertation selects four of these practices for close inspection, showing how they are loci for parties’ management of affiliation and social solidarity:

Co-present greetings – Elucidating the work involved in producing co-present greetings, I demonstrate that parties tailor their greetings specifically for current recipients. Analysis reveals that co-participants use the precise production features with which they deliver greetings to index familiarity (or lack thereof) and the state and character of their social relationships.

Introductions – I show how parties produce their introducing actions sensitive to social norms, making choices regarding how they launch introductions, how they manage formulating ‘who’ an introducible person ‘is’, and when they do introductions. Analysis reveals that: when a known-in-common person is present, parties treat mediator-initiated introductions as preferred over self-initiated introductions; when launching introductions, offers of identifying information are strongly preferred over requests; in formulating introducible persons, speakers carefully select from many possible name forms and social categories/identities; and parties hold themselves and others accountable for a display of remembering persons with whom they have worked through introductions.

Arriving parties doing ‘how I’m coming here’ – I show that parties use the sequences engendered by arrivers embodying and articulating a display of their arrival state to manage negative and positive face wants, thus maintaining their social relationships.

Pre-present parties’ previous activity formulations – I demonstrate that pre-present parties summarize their previous activities to coordinate arrivers’ entry into the turn-by-turn talk and provide arrivers the contextual resources they need to understand and participate in the ongoing interaction.

Die Begegnung mit der Philosophie Jede Einstellung zum Buch, die dem Leser einen besonderen Respekt abverlangt, eine andersartige Aufmerksamkeit, ist obsolet. Begriffe sind wie Töne, Farben oder Bilder -Intensitäten, die dir passen oder nicht, die passieren oder nicht. Gilles Deleuze Die Philosophie ist kein geschlossenes System, keine Metaphysik, die unabhängig von der Wirklichkeit besteht. Die Philosophie ist eine praktische Tätigkeit, die im Ausgang von konkreten Situationen Begriffe erschafft, um mit ihnen die Wirklichkeit neu und anders zu denken. Die Philosophie findet nicht in Büchern statt, sondern philosophische Begriffe sind in der Welt. Die Welt ist immer schon von Diskursen und Begriffen durchdrungen. Die Philosophie begegnet der Welt und ihren Begriffen und setzt ihnen neue entgegen. Oder was ungefähr auf dasselbe hinausläuft: Denken heißt differenzieren. Indem die Philosophie Begriffe erschafft, setzt sie neue Differenzen, verschiebt bestehende Begriffsunterschiede und ermöglicht dadurch, nicht nur neu zu denken, sondern auch anders zu leben. Den schöpferischen Charakter der Philosophie hat innerhalb der Philosophie vor allem Gilles Deleuze betont und setzt sich dadurch von anderen klassischen Auffassungen ab. "Die Philosophie ist nicht kommunikativ, sie ist auch nicht kontemplativ oder reflexiv: sie ist schöpferisch oder gar revolutionär, von Natur aus, da sie nicht aufhört, neue Begriffe zu erschaffen. Einzige Bedingung ist, dass diese Begriffe eine Notwendigkeit haben, aber auch eine Fremdheit, und sie haben sie beide in dem Maße, wie sie eine Antwort auf wirkliche Probleme darstellen. Der Begriff hindert das Denken daran, zur bloßen Meinung, Ansicht, Diskussion, zum Geschwätz zu werden." 1 Entsprechend diesem Verständnis von Philosophie ist sie nicht die Liebe zur Weisheit, sondern der Philosoph ist -wie man philosophia auch übersetzen kann -der Freund des Begriffs, der alte Begriffe aufgreift, sie in einen neuen Kontext stellt oder in bezug zu einer sich verändernden Wirklichkeit neue Begriffe erschafft. Folgt man dieser Bestimmung von Philosophie, dann besteht die Begegnung mit der Philosophie vor allem in der Begegnung mit philosophischen Begriffen. Zwar lesen wir philosophische Bücher und finden in ihnen zahlreiche Begriffe, die in ihrem immanenten und systematischen Zusammenhang eine neue Philosophie entstehen lassen. Doch bedarf es, um mit der Philosophie produktiv umzugehen, nicht des vollständigen Verständnisses eines Philosophen, sondern es sind immer nur einzelne Begriffe, die wir aufnehmen und in unser Denken integrieren können. Zu einer solchen Begegnung mit der Philosophie sind nicht unbedingt umfassende Texte notwendig, sondern es können schon einzelne Zitate ausreichen. Zur Veranschaulichung soll als Beispiel ein Zitat von Heidegger herangezogen werden. Dieses Zitat ist relativ unbekannt, es steht in seinen Nietzsche-Vorlesungen und hat den Vorteil, dass es unabhängig von seiner Philosophie zu verstehen ist. "Liebe ist nie blind, sondern hellsichtig; nur Verliebtheit ist blind, flüchtig und anfällig, ein Affekt, keine Leidenschaft. Zu dieser gehört das weit Ausgreifende, sich Öffnende [...]. Dieser Ausgriff in der Leidenschaft hebt uns aber nicht einfach über uns weg, er sammelt unser Wesen auf seinen eigentlichen Grund, er eröffnet diesen erst in der

Software development is a series of processes activity involving more than one person, especially in medium to large software projects. Each activity of software development is carried out by various combination of different individual. Collaboration occurs in every phase of the process software development. The right team collaboration method is one of the important things in success software development. This research is focused to develop collaboration model of software development to meet time schedule, budget, scope, and software quality. The collaboration model of software development is generated from survey of collaboration method (about face to face and virtual collaboration) and software development methodology especially agile methodology. The direct collaboration was used in the software specification processes, and combination (with a direct and virtual) collaboration was used during software design, implementation, and validation. Team coordination in every process of software development was done with face to face method. The same artifacts were used in this collaboration model with some collaboration software tools. Combination between face to face and virtual communication was used in this model. The model is implemented in small case software development project. During the software development, some measurement is carried out. The measurement included the measurement of project completion time, cost, software specification, and software quality. The software is developed in time schedule (two months), cost under budged, and meet specification. In addition, the software has built a fairly good quality. Thus, this collaboration model good use in software development to achieved accuracy of schedule, cost, scope, and quality.

This article is derived from a study of the use of Facebook as an educational resource by five dyslexic students at a Sixth Form College in north-west England. Through a project in which teacher-researcher and student-participants co-constructed a group Facebook page about the students’ scaffolded research into dyslexia, the study examined the educational affordances of a digitally-mediated social network. An innovative, flexible, experiential methodology combining action research and case study with an ethnographic approach was devised. This enabled the use of multiple mixed methods, capturing much of the rich complexity of the students’ online and offline interactions with each other and with digital media as they contributed to the group and co-constructed their group Facebook page. Social perspectives on dyslexia (Cooper, 2006; Herrington & Hunter-Carsch, 2001) and multiliteracies (Cope & Kalantzis, 2000; Gee, 1996; Street 1984 & 2003) were used to help interpret the students’ engagement with the social network and thereby deduce its educational potential. The research concludes that as a digitally mediated social network, Facebook engages the students in active, critical learning about and through literacies in a rich and complex semiotic domain (Gee, 2004, 2005 & 2007). Offline dialogue plays a crucial role. This learning is reciprocally shaped by the students' developing identities as both dyslexic students and able learners. The findings suggest that social media can have advantageous applications for literacy learning in the classroom. In prompting learning yet remaining unchanged by it, Facebook can be likened to a catalyst.

Over the past thirty years, emotions and globalization have both become fashionable topics in sociology. But they have not been brought together, as one seems to be an extremely microlevel concern, the other is a macro issue. This essay recaps what we have learned from sociological research and theory on emotions in order to see how we might connect the two sets of issues. The sociology of emotions has focused on face-to-face interactions in which feelings are generated and managed. It places these interactions in the context of broader structures, such as power and status hierarchies, cultural norms and expectations, and employer-employee relations. These encounters remain relevant in a globalizing world, so that the emphasis on face-to-face interactions proves more useful than we might intuitively expect.