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Several studies have now concluded that phubbing (i.e., using a phone to snub conversational partners) has a negative influence on conversations, individuals, and their relationships. Yet, phone usage during face-to-face conversations may vary in degree, purpose, and frequency, and research has yet to identify the point at which phone usage causes conversational partners to feel phubbed. Using Attribution Theory as a framework, the present study begins to explore the parameters of phubbing to understand when phone usage does and does not count as phubbing. Findings demonstrated that individual biases and attributions influence perceptions and effects of phone usage during face-to-face conversations. Specifically, individuals with more negative biases towards phone usage were more likely to activate an attributional framework that caused them to believe that their partner's phone usage constituted phubbing. Findings also suggested that nonverbal immediacy may mediate the effects of phone usage during face-to-face conversations such that phone usage that hinders nonverbal immediacy is more likely to be perceived as phubbing. [ABSTRACT FROM AUTHOR]

We examined the Devil's Advocate lie detection method which is aimed at detecting lying about opinions. In this approach, participants give reasons for why they hold an opinion in the eliciting-opinion question and counter-arguments to their opinion in a devil's advocate question. Truth tellers (n = 55) reported their true opinion about protestor actions, whereas lie tellers (n = 55) reported the opposite of their true opinion. Answers were coded for number of arguments and plausibility, immediacy, clarity and scriptedness. Data were analysed with analyses of variance with veracity being the sole factor. Supporting the hypothesis, truth tellers provided more pro-arguments than lie tellers and to all eliciting-opinion questions their answers sounded more plausible, immediate and clear than lie tellers' answers. The opposite pattern was predicted for the devil's advocate question but not found, likely caused by the simplification of the question. Neither was being scripted a diagnostic veracity indicator. [ABSTRACT FROM AUTHOR]

Background: University students frequently prepare for exams or presentations in self-organized study groups. For this purpose, they often use videoconferencing software. During their collaboration, they need to regulate emerging problems to ensure effective learning. We suppose that regulation is facilitated when (1) the group perceives their regulation problems homogeneously, (2) they choose regulation strategies that have the potential to solve the problems immediately, and (3) they execute these strategies with sufficient intensity. Aims: We investigated which problems occur during online collaborative learning via videoconferencing and how homogeneity of problem perceptions, immediacy of the chosen strategies, and intensity of strategy use are related to regulation success. Sample: University students (N = 222) from two lectures in pre-service teacher education and educational sciences in 99 study groups. Methods: Students collaborated in a self-organized manner, that is, without a teacher present, to study the material of one lecture using videoconferencing software. After the collaboration, group members rated, individually, the intensity of different problems during collaboration, reported which strategies they used to overcome their biggest problem, and rated the success of their problem regulation, their satisfaction with their collaboration, as well as their learning gain. In addition, they answered a knowledge test. Results: We found that most students rated technical issues as their biggest problem. Multilevel modeling showed that homogeneous problem perception moderated by problem intensity--contrary to immediate and intensive strategy use--predicted successful problem regulation and satisfaction with the collaboration but not knowledge gain. Case analyses illustrate the assumed mechanism that a homogeneous problem perception facilitates socially shared regulation. Conclusion: We conclude that even in only slightly structured learning contexts, students might only need to jointly identify their problems, whereas the best possible regulation of these problems seems less relevant. Therefore, training students to foster regulation competencies might prioritize identifying problems. [ABSTRACT FROM AUTHOR]

This article will explore in what sense subject and object are considered reciprocally in Hegel's first three chapters in the Phenomenology of Spirit. The third chapter, although notoriously difficult to read, is one of the most important epistemological documents in modern philosophy. Hegel's approach will be traced within the debate stemming from Kant's transcendental philosophy mainly through Fichte and Schelling. It will be shown that Hegel incorporated elements from all these figures to arrive at his unique position. Kant's transcendental philosophy established the idea that the thinking consciousness contributes fundamentally to knowledge to the extent that knowledge is fully produced by the subject, and the true nature of the object is unattainable to consciousness. The widely held conclusion was that Kant's thought amounted to a too strong divide between subject and object. Fichte and Schelling managed, thanks to the notion of the absolute, to mediate between subject and object, thereby opening the door to Hegel's dialectics as a philosophy of mediation. Both Fichte and Schelling, as was the case, broadly speaking, with German Idealism taken as a whole, still considered thinking as an activity of being that contributes to the fulfilment of being, linking objects to consciousness. Fichte's "absolute I", a consciousness that precedes the consciousness of the self, standing over the self and the object, was deemed to resemble the Kantian subject too closely. Schelling's natural philosophy, on the other hand, situates the absolute within nature and consciousness as developing from within nature towards the deployment of the self. This approach was considered potentially falling back into a dogmatic mode of thinking. Even if these positions remain caught in problems they seek to overcome, they did make notable progress in addressing the question of the relation of the subject to the object in a modern context. Hegel develops his initial answer to this question in the Phenomenology of Spirit first as an inheritor of the Enlightenment, notably empiricism, but stands critical of its basic suppositions. He does not accept that complete knowledge is immediately accessible, and resorts to the notion of the Absolute to indicate that mediated knowledge leads to truth. Unlike Fichte, Reinhold and Schelling, he does not immediately introduce the absolute as a mediator of knowledge but arrives at it through counterarguments for the positions put forward by the assumption of immediate objective knowledge. This dialectic approach leads to the unfolding of consciousness, self-consciousness and Spirit. Our subjective contribution to knowledge production is also not assumed beforehand, like in Kant, but is the result of the confrontation with the assumptions made by experiential knowledge. Without subjectivity, knowledge of the unity of reality is impossible, as is knowledge of the difference between objects. Knowing objects according to their nature requires subjectivity from which order is established, but the subject experiences itself as standing in relation to objects. Consciousness is confronted by an outside world that must be made sense of. Not only is the establishment of the relation between subject and object important but according to Hegel, the subject's relation to the object is reflected in his self-understanding and self-consciousness. The notion of self-consciousness is revealed precisely by the relation between subject and object, but not before this relation. Hegel therefore starts his journey to the absolute through natural consciousness, a consciousness that takes immediate knowledge of objects around us as authoritative. One can call this immediate knowledge objective in the sense that it takes no queues from subjectivity. Hegel proceeds to critique objective knowledge, claiming that immediate knowledge doesn't reckon with the factor of time, and therefore cannot be the ultimate source of truth. This critique is ambivalent, as it does recognise the world of objects as a source for knowledge, however, this must be supplemented by our own consciousness in order to arrive at a deeper understanding of this knowledge. Consciousness becomes an essential ingredient necessary for understanding. The second chapter introduces perception as the measure of reality. Perception brings a multitude of things under a general principle, thereby creating an understanding between things and their general substance. This second approach to truth cannot explain how generality and particularity exist in the first place. Hegel moves to the notoriously difficult third chapter in which he describes the dynamic relation between force and understanding. Force is identified as the underlying dimension of external reality, but it has in turn to be postulated, making necessary the involvement of the understanding as hypothesising activity. At first, force is merely described in terms of its expressions, but acknowledgement of its fundamental trait as underlying the whole of physical reality without being a tangible thing, leads to the realisation of the role of the understanding. This realisation is self-consciousness. Self-consciousness becomes aware of its participative role in its determination of the underlying structures of reality, structures that are postulated, and not apparent. In the last section, it is pointed out that self-consciousness is not to be understood as standing alone concerning objects - self-consciousness also stands in relation to other-selves. Self-consciousness is not an object and cannot be fully determined as is the case with things. This does not form the primary concern of the article and will merely be described to point to the position of self-consciousness within the larger scheme of Hegel's thinking. This does not take away the importance that the topic under discussion here has for the development of Hegel's system, which is the reason for the focus given here. [ABSTRACT FROM AUTHOR]

For decades, the number of students enrolling in online courses has been increasing, and this trend toward online education has been further intensified as a result of the COVID-19 pandemic. The completion rate of online courses is not as high as in-person instruction, and researchers and practitioners have long been invested in identifying ways in which online education can be optimized. One dimension of online education that has received scholarly attention is the transactional distance that exists between students and instructors, which, if not appropriately minimized, can lead to a variety of negative student outcomes. Scholars have also identified a variety of verbal and nonverbal immediacy behaviors that can help online instructors decrease this transactional distance and promote a variety of positive student outcomes. To date, the study of immediacy behaviors in online college courses has focused primarily on four-year institutions utilizing quantitative methods. As complement to this research, we interviewed 12 community college students to better understand how a particular set of immediacy behaviors (i.e., a “welcome” phone call, sending personalized emails, using humor, creating videos, and sending “check-in” emails) influenced students’ desire and ability to remain in and complete an online course. Implications of these findings for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the effect of closed and opened setup conditions on students' and teachers' reported immediacy, affect, motivation, and group cohesion in band and orchestra classrooms. A secondary purpose was to explore relationships among students' and teachers' reported immediacy, affect, motivation, and group cohesion. Six teachers and 379 of their students participated in the study. In this within-subjects experiment, teachers were asked to teach with their classrooms arranged in closed and opened setup conditions. In the closed condition, teachers used a traditional setup of arcs and were not asked to change their use of space when teaching. In the opened condition, an aisle was added to the ensemble setup and teachers were provided with strategies to encourage movement toward and among students when teaching. At the end of each condition, teachers and students completed measures of constructs related to immediacy, affect, motivation, and group cohesion. Results indicate the effect of the intervention increased negative affect among students, teacher proximity was associated with negative affect among students, and students' perceptions of their teacher's immediacy was found to have positive relationships with student affect, motivation, and group cohesion. [ABSTRACT FROM AUTHOR]

Radio drama presents unique challenges for narrative construction, particularly with regard to the incorporation of a narrator. The illusion of immediacy in radio drama often makes it difficult to identify a narrator, disrupting the traditional narrative structure found in novels. This article explores two American radio adaptations of H. G. Wells's The Time Machine, with a particular focus on the use of narrative techniques that move beyond the possibilities of the original novel's textual medium. This comparison emphasizes the unique narrative structures present in the radio adaptations and deepens our understanding of the distinct affordances as well as limitations of the audio medium in realizing Wells's visionary tale. The analysis considers the concepts of narrator, focalizer and mediator and their application in radio drama. By exploring the distinctive characteristics of auditory signification and multimodal strategies utilized in audio drama, a deeper comprehension of narrative theory can be achieved. [ABSTRACT FROM AUTHOR]

Copyright of Doxa Comunicación is the property of Fundacion Universitaria San Pablo - CEU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Both teacher and student factors contribute to the success or failure of an instructional process. This study explored the relationship between the students' attitudes toward Mathematics and teachers' immediacy behaviors in relation to the student's performance in Calculus. The descriptive-correlational method of research was used with 134 students enrolled in the Bachelor of Science in Computer Science, Bachelor of Science in Information Technology, and Bachelor of Secondary Education programs as the respondents. A questionnaire was used to gauge the attitudes of students in Mathematics and teachers' immediacy behaviours while test was used to measure their level of performance in Calculus. Mean, standard deviation, t-test and F-test, Pearson Product Moment of Correlation, and regression analysis were used as statistical tools in treating the data. This study discloses that the attitude of students in Mathematics became an important indicator of their success in the subject. The students' fair performance in Calculus signifies that they lack thorough knowledge about Algebra and Trigonometry as prerequisites to learning Calculus concepts. On the other hand, teachers' immediate verbal responses to students' behaviors in class influenced the performance of students in Calculus. It is recommended that prior to the teaching of Calculus; teachers handling the subject conduct a diagnostic examination in order to check prior knowledge of students in Algebra and Trigonometry. Moreover, teachers continue to provide immediate feedback of students' behavior and performance as it is important for students to know how they progress in the subject they are enrolled in. [ABSTRACT FROM AUTHOR]

In this paper, I examine Johannes de Silentio's presentation of the faith of Abraham, deriving therefrom a new way of conceiving his notion of faith as a paradoxical co-inhabiting of both the aesthetic and the ethical stages, rather than as a rejection, synthesis, or overcoming of them. Relying largely upon Silentio's account of Abraham's faith as anxious but not doubting, I argue that the interpretations of Fear and Trembling by Alastair Hannay and Mark C. Taylor fail to account for some essential aspects of Silentio's depiction. I conclude that faith, as it is described in Fear and Trembling, cannot be philosophically understood as it is not an object for thought but an existential perspective one lives. [ABSTRACT FROM AUTHOR]

This article considers the problem of immediacy of experience in the philosophy of Michel Henry and Tomas Sodeika. The article argues that the tension between the requirements of descriptiveness and performativity in phenomenological philosophy emerges particularly vividly in the work of these philosophers. Both philosophers understand the immediacy of experience as an oxymoronic structure that cannot be directly described, requiring very specific efforts and ingenuity from the phenomenologist in order to convey it to the reader. The article analyses and compares the strategies for reflecting on the immediacy of experience in the work of the authors in question. Both philosophers, while emphasising the imperative of performativity in phenomenology, face the intractable contradiction between experience mediated by its description and life that, strictly speaking, cannot be mediated. This raises the question not only about the limitations of phenomenology, but also, more generally, about the limitations of philosophy itself.

BackgroundUniversity students frequently prepare for exams or presentations in self-organized study groups. For this purpose, they often use videoconferencing software. During their collaboration, they need to regulate emerging problems to ensure effective learning. We suppose that regulation is facilitated when (1) the group perceives their regulation problems homogeneously, (2) they choose regulation strategies that have the potential to solve the problems immediately, and (3) they execute these strategies with sufficient intensity.AimsWe investigated which problems occur during online collaborative learning via videoconferencing and how homogeneity of problem perceptions, immediacy of the chosen strategies, and intensity of strategy use are related to regulation success.SampleUniversity students (N = 222) from two lectures in pre-service teacher education and educational sciences in 99 study groups.MethodsStudents collaborated in a self-organized manner, that is, without a teacher present, to study the material of one lecture using videoconferencing software. After the collaboration, group members rated, individually, the intensity of different problems during collaboration, reported which strategies they used to overcome their biggest problem, and rated the success of their problem regulation, their satisfaction with their collaboration, as well as their learning gain. In addition, they answered a knowledge test.ResultsWe found that most students rated technical issues as their biggest problem. Multilevel modeling showed that homogeneous problem perception moderated by problem intensity—contrary to immediate and intensive strategy use—predicted successful problem regulation and satisfaction with the collaboration but not knowledge gain. Case analyses illustrate the assumed mechanism that a homogeneous problem perception facilitates socially shared regulation.ConclusionWe conclude that even in only slightly structured learning contexts, students might only need to jointly identify their problems, whereas the best possible regulation of these problems seems less relevant. Therefore, training students to foster regulation competencies might prioritize identifying problems.

Copyright of Revista Brasileira de Direito Processual Penal is the property of Instituto Brasileiro de Direito Processual Penal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Randomization tests represent a class of significance tests to assess the statistical significance of treatment effects in randomized single-case experiments. Most applications of single-case randomization tests concern simple treatment effects: immediate, abrupt, and permanent changes in the level of the outcome variable. However, researchers are confronted with delayed, gradual, and temporary treatment effects; in general, with "response functions" that are markedly different from single-step functions. We here introduce a general framework that allows specifying a test statistic for a randomization test based on predicted response functions that is sensitive to a wide variety of data patterns beyond immediate and sustained changes in level: different latencies (degrees of delay) of effect, abrupt versus gradual effects, and different durations of the effect (permanent or temporary). There may be reasonable expectations regarding the kind of effect (abrupt or gradual), entailing a different focal data feature (e.g., level or slope). However, the exact amount of latency and the exact duration of a temporary effect may not be known a priori, justifying an exploratory approach studying the effect of specifying different latencies or delayed effects and different durations for temporary effects. We provide illustrations of the proposal with real data, and we present a user-friendly freely available web application implementing it. [ABSTRACT FROM AUTHOR]

The authors of this article engaged in a serendipitous "dialogue about dialogue" in summer and fall 2023. Through correspondence and live discussions, we pondered about the nature and affordances of the act of dialogue among colleagues in SoTL. We represent diverse disciplinary and national identities yet found in our conversation kindred thinkers and unexpected points of theoretical commonality. We offer here a glimpse into the dialogue we engaged in, illuminating the complex nature of transdisciplinary and intersubjective conversation through the lenses of hermeneutics, immediacy, and vulnerability. While we do not aspire to reach a definite framework for the role of dialogue in SoTL, we explore the transformative potential of engaging deeply in exchanges that allow new possibilities to emerge. This piece has been co-created to invite others into the conversation--we offer it as an opening rather than a conclusion. [ABSTRACT FROM AUTHOR]

The adoption of the new criminal procedure regulations marked an important step in the direction of fulfilment of the provisions of the principle of adversariality and the equality of the defense and accusation parties in the criminal procedure. The renunciation of the priority of the punitive orientation, the strengthening of the guarantees of the objective examination of criminal cases have found their corresponding reflection in the legal norms, which determine the circle of circumstances to be proven in criminal procedure. Keeping the obligation of the criminal prosecution bodies to establish the circumstances that confirm the commission of the crime and the guilt of the perpetrator, the criminal procedure law also reviews the circumstances pertaining to the person's innocence or those capable to reduce the liability: the circumstances that exclude the criminal character of the act; which can lead to release from liability or criminal punishment, etc. However, establishing the circumstances that are in the interest of the accused or the defendant is one of the basic tasks of the criminal procedure. Hence, the activity of the defense lawyer, focused on their identification and clarification, does not contradict the tasks of the criminal procedure, is not focused on protecting criminals, but on achieving the goals specified by law. Under these conditions, the involvement of the defender in ensuring the immediacy of the examination of evidence in criminal procedure is legal and necessary, representing an inseparable element of the evidence. [ABSTRACT FROM AUTHOR]

Copyright of Commerce & Management Quarterly is the property of Chinese Association of Business & Management Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores the potential of unruly wild spaces and foraging practices to enable unmediated encounters and unsettling transformations, through the ethnography of neoforaging praxis and its emphasis on seeking direct "connection." In pursuit of connection with nature through foraging practices, neoforagers regularly encounter both non-human and human others at the unruly edges and seams of cultivated space. Neoforagers associate the unruliness and immediacy of such encounters with "true connection" and pursue practices that are considered both "connective" and "transformative," capable of subverting hegemonic narratives and consumerist dependencies. Through the case of Israeli neoforagers in the troubled context of Israel/Palestine, I revisit power and categorical relations in the nation-state from neoforagers' connection-oriented perspective, making salient ongoing processes in which micro-scale encounters are continuously disrupted by the mediating affects of macro-politics, social categories, cultural schemes and such, making salient that in the nation-state unruly situations and unmediated encounters are all too scarce. [ABSTRACT FROM AUTHOR]

Copyright of Revista del Instituto Colombiano de Derecho Procesal is the property of Instituto Colombiano de Derecho Procesal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital technologies have transfigured the field of theatrical art and have been producing a series of mutations that affect the perceptive tradition of live performance. To approach these new modes of communication that theater establishes today, strengthened in the intersection with these technologies, we will turn to the concept of remediation proposed by Bolter and Grusin, to examine two representative performances of the Latin American scene of the 21st century (Sin Sangre, by Teatrocinema, and Othelo, by Buendía Theatre), the ways in which the opacity of the medium (hypermediation) or its transparency (immediacy) contribute to the construction of technological poetics on the scene itself. [ABSTRACT FROM AUTHOR]

Aim: We examined the ability to detect lying about opinions with the Devil’s Advocate Approach and Verifiability Approach. Method: Interviewees were first asked an opinion eliciting question to argue in favour of their alleged personal view. This was followed by a devil’s advocate question to argue against their alleged personal view. Since reasons that support rather than oppose an opinion are more readily available in people’s minds, we expected truth tellers’ responses to the opinion eliciting question to include more information and to sound more plausible, immediate, direct, and clear than their responses to the devil’s advocate question. In lie tellers these patterns were expected to be less pronounced. Interviewees were also asked to report sources that could be checked to verify their opinion. We expected truth tellers to report more verifiable sources than lie tellers. A total of 150 participants expressed their true or false opinions about a societal issue. Results: Supporting the hypothesis, the differences in plausibility, immediacy, directness, and clarity were more pronounced in truth tellers than in lie tellers (answers to eliciting opinion question sounded more plausible, immediate, direct, and clear than answers to the devil’s advocate question). Verifiable sources yielded no effect. Conclusions: The Devil’s Advocate Approach is a useful tool to detect lies about opinions.

The article focuses on causes for the extinction of the present in modern and postmodern realities; about the institutional standardization of time, the forging of routine gestures, attempts to unify work rhythms, top-down management of time, and the shaping of its experience by individuals. The history of modern practices aimed at progress, haste, and profit maximalization continues to impact social functioning. These practices translate into modern problems with experiencing the present, which is sometimes treated as a link between what was and what will be, a building block of the future or an obstacle that separates us from life, an obstacle that we should wait out. The author claims that although reclaiming the present seems impossible, it is worth finding oneself in the here-and-now. The disorientation and (dis)position of openness – related to the present – provide an opportunity to return to a greater directness, providing possible basis for disagreement and expression of political demands. [ABSTRACT FROM AUTHOR]

Immediacy is a skill therapists use to process the therapeutic relationship in the here and now. Although immediacy has been shown to enhance the therapeutic process, therapists are often reluctant to use it (Hill et al., 2018). In three studies, we developed and tested a measure to assess reasons that therapists avoid using this skill: the Barriers to Using Immediacy Scale (BUIS). In Study 1, 185 North American therapist trainees completed the 45-item pilot measure. Exploratory factor analysis supported a four-factor structure (Concerns About Client Reactions, Concerns About Therapist Reactions, Negative Beliefs About Immediacy, Lack of Skills for Using Immediacy). In Study 2, with an international sample of 352 therapist trainees and professionals, confirmatory factor analyses supported the original four correlated factors model, as well as alternative models. In Study 3, 89 undergraduate students in a helping skills class completed the BUIS at three points during the semester. Students' total barriers and barriers due to a lack of skills decreased, but other perceived barriers did not decrease after training. Across all three studies, predicted correlations of BUIS scores were found with measures of self-efficacy for using immediacy, adherence to different theoretical orientations, communication style, and attachment style. Incremental validity was supported by the association of BUIS scores with measures of open communication and attachment style, after accounting for self-efficacy for immediacy. Limitations and future directions are discussed. Public Significance Statement: We provide preliminary evidence of strong psychometric properties for the Barriers to Using Immediacy Scale. The Barriers to Using Immediacy Scale could be used to help therapists and therapist trainees understand what gets in the way of using immediacy, as well as to track the success of training programs designed to reduce these barriers. [ABSTRACT FROM AUTHOR]

Guided by the fostering relationships function of patient-centered communication (PCC), the present study utilized a 2 (high/low nonverbal immediacy) x 2 (high/low verbal immediacy) between-subjects experimental design to determine whether physician verbal and nonverbal immediacy influenced participant liking for physician, motivation to process a health message, and recall of the health message. An actor physician delivered a 3–4 minute video-recorded message, diagnosing U.S. adult participants, serving as analogue patients, with a health issue. The results indicated main effects for physician verbal immediacy and nonverbal immediacy on participant liking for physician and motivation such that participants had greater liking for the physician and motivation to do what the physician requested when the physician demonstrated greater verbal and nonverbal immediacy. However, physician verbal and nonverbal immediacy did not influence participantsʻ recall. Physicians should consider displaying verbal and nonverbal immediacy to create a positive impression among patients, and to motivate patients to take steps to improve their health. [ABSTRACT FROM AUTHOR]

The coronavirus pandemic mandated unexpected "instant transitions" to remote learning and accelerated student demand for online courses. As a result, U.S. colleges and universities across the nation began and have continued to expand their online courses and degree programs,1 which underscores the need for continuing and expanding the scholarly examination of online teaching and learning.2 This reflective essay presents an overview of two disciplinary perspectives on scholarship, instructional communication research related to immediacy and online education research related to presence. A comparison of the six components of instructional communication competence to the constructs of social presence and teaching presence is outlined and mapped. The essay concludes with research-based suggestions for enhancing what teachers say and do in online courses in order to expand our understanding of online teaching and learning. Recommendations are offered for interdisciplinary research regarding instructor immediacy and presence. [ABSTRACT FROM AUTHOR]

In this paper, I examine Johannes de Silentio’s presentation of the faith of Abraham, deriving therefrom a new way of conceiving his notion of faith as a paradoxical co-inhabiting of both the aesthetic and the ethical stages, rather than as a rejection, synthesis, or overcoming of them. Relying largely upon Silentio’s account of Abraham’s faith as anxious but not doubting, I argue that the interpretations of Fear and Trembling by Alastair Hannay and Mark C. Taylor fail to account for some essential aspects of Silentio’s depiction. I conclude that faith, as it is described in Fear and Trembling, cannot be philosophically understood as it is not an object for thought but an existential perspective one lives.

Most interpretations of Aristotle’s Posterior Analytics believe that the term ‘ameson’ is used to describe the principles or foundations of a given system of justification or explanation as epistemically prior to or more fundamental than the other propositions in the system. Epistemic readings (as I shall call them) arguably constitute a majority in the secondary literature. This predominant view has been challenged by Robin Smith (1986) and Michael Ferejohn (1994; 2013), who propose interpretations that should be classified as non-epistemic according to the definition above. My aim in this article is purely negative. I intend to show that these non-epistemic interpretations are liable to serious objections and are in conflict with some important features of Aristotle’s theory of demonstration.

In this contribution, I will draw on my experience as a translator of the textual component of plurisemiotic objects (i.e., creations that are received by the user through more than one channel: visual, aural, iconic, textual) in three different media: cinema, theatre, and comics. After a brief introduction, I will illustrate my point of view with the help of some examples.

Many models of online student engagement posit a "more is better" relationship between students' course-related actions and their engagement. However, recent research indicates that the timing of engagement is also an important consideration. In addition to the frequency (how often) of engagement, two other constructs of timing were explored in this study: immediacy (how early) and regularity (in what ordered pattern). These indicators of engagement were applied to three learning assessment types used in an online, undergraduate, competency-based, technology skills course. The study employed advanced data collection and learning analytics techniques to collect continuous behavioral data over seven semesters (n = 438). Results revealed that several indicators of engagement predicted academic success, but significance differed by assessment type. "More" is not always better, as some highly engaged students earn lower grades. Successful students tended to engage earlier with lessons regardless of assessment type. [ABSTRACT FROM AUTHOR]

Low student engagement and motivation in online classes are well-known issues many universities face, especially with distance education during the COVID-19 pandemic. The online environment makes it even harder for teachers to connect with their students through traditional verbal and nonverbal behaviours, further decreasing engagement. Yet, addressing such problems with 24/7 synchronous communication is overly demanding for faculty. This paper details an automated Question-Answering chatbot system trained in synchronous communication and instructor immediacy techniques to determine its suitability and effectiveness in attending to students undergoing an online Chemistry course. The chatbot is part of a new wave of affective focused chatbots that can benefit students' learning process by connecting with them on a relatively more humanlike level. As part of the pilot study in the development of this chatbot, qualitative interviews and self-report data capturing student-chatbot interactions, experiences and opinions have been collected from 12 students in a Singaporean university. Thematic analysis was then employed to consolidate these findings. The results support the chatbot's ability to display several communication immediacy techniques well, on top of responding to students at any time of the day. Having a private conversation with the chatbot also meant that the students could fully focus their attention and ask more questions to aid their learning. Improvements were suggested, in relation to the chatbot's word detection and accuracy, accompanied by a framework to develop communication immediacy mechanics in future chatbots. Our findings support the potential of this chatbot, once modified, to be used in a similar online setting. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim: We examined the ability to detect lying about opinions with the Devil's Advocate Approach and Verifiability Approach. Method: Interviewees were first asked an opinion eliciting question to argue in favour of their alleged personal view. This was followed by a devil's advocate question to argue against their alleged personal view. Since reasons that support rather than oppose an opinion are more readily available in people's minds, we expected truth tellers' responses to the opinion eliciting question to include more information and to sound more plausible, immediate, direct, and clear than their responses to the devil's advocate question. In lie tellers these patterns were expected to be less pronounced. Interviewees were also asked to report sources that could be checked to verify their opinion. We expected truth tellers to report more verifiable sources than lie tellers. A total of 150 participants expressed their true or false opinions about a societal issue. Results: Supporting the hypothesis, the differences in plausibility, immediacy, directness, and clarity were more pronounced in truth tellers than in lie tellers (answers to eliciting opinion question sounded more plausible, immediate, direct, and clear than answers to the devil's advocate question). Verifiable sources yielded no effect. Conclusions: The Devil's Advocate Approach is a useful tool to detect lies about opinions. [ABSTRACT FROM AUTHOR]

Objective: Analyze the elements related to the satisfaction of the m-commerce consumer residing in the city of Tijuana. Methodology: Review about the concept of m-commerce. A questionnaire was applied to 600 m-commerce consumers residing in the city of Tijuana. Results: By applying the statistical technique of multiple linear regression, it was found that there is a positive association between the independent variables (efficiency of the purchasing process, optimization and design of the website or mobile app, monitoring during and after the sale, security of the platform or mobile app), with the dependent variable (m-commerce satisfaction). Limitations: The study focuses on the experience of m-commerce consumers in the city of Tijuana. It is necessary in a new investigation to identify the coincidences and differences with the strategies used to satisfy the needs of users by micro and small entrepreneurs in Tijuana who use m-commerce as one of their main sales channels. Conclusions: The contemporary consumer has been adapting to new purchasing modalities and systems, resolving opportunity, speed, convenience, exploration, and diversity from their mobile device. [ABSTRACT FROM AUTHOR]

John Lachs considers his major philosophical contributions to be his work on mediation, the love of life, and his explication of George Santayana's philosophical and literary outlooks. All three are undergirded by Lachs's effort to make philosophy relevant to people's lives. This article examines these three contributions with both a critical eye and an admiration for Lachs's efforts. The conclusion provides an assessment often missed in critiques of Lachs's work. [ABSTRACT FROM AUTHOR]

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The author presents John Dewey's mature account of temporal continuity, showing how Dewey's position can be identified as a form of radical temporalism. Even at the most elemental level (that of subatomic particles), natural existence is for such a temporalist an irreducibly temporal affair. While he focuses primarily on Dewey's "Time and Individuality" (1940), the author supplements his account by drawing upon Experience and Nature (1925), "Events and the Future" (1926), and to a lesser extent, other texts. In his magnum opus, Dewey draws a crucial distinction between temporal quality and temporal seriality. In an essay published the following year, he insists, contra C. D. Broad, on qualitative heterogeneity being an intrinsic trait of even the thinnest slice of the tem-poral continuum. The most elemental units of the temporal flux are neither "eternal and immu-table", nor qualitatively homogenous. They also exhibit a from-to-through structure, with the dimensions of time being defined by these terms (pastness as from which, futurity as toward which, and presentness as through which). By relating the distinction between temporal quality and temporal seriality as well as the central claims made in "Events and the Future" to "Time and Individuality", the author brings into clear focus the contours of Dewey's radical temporalism. [ABSTRACT FROM AUTHOR]

The present research investigated the impact of task demands manipulation on what learners of English as a foreign language (EFL) exactly focus on while producing speech. In the same vein, task performance conditions with varying degrees of complexity were operationally defined along the variables of structure and immediacy (±Here/Now). The study involved sixty Iranian EFL learners who were asked to carry out a narrative task under four conditions: narrating an unstructured picture-based story using the present tense with contextual support; performing a structured picture story in the present tense with contextual support; narrating an unstructured picture story in the past tense without contextual support; narrating a structured picture story in the past tense without contextual support. Following their task performance, participants attended a round of retrospective interviews where they verbalized the causes for their dysfluency as indicated by pauses. Results pointed to differential effects of task complexity on learners’ attention allocation. Specifically, it was shown that performing the more difficult unstructured narrative makes for more pauses stemming from attention to conceptualization. Besides, using past tense to recount the stories without looking at the pictures resulted in more pauses due to attention to form. More importantly, it was found out that recounting a structured narrative in the past tense without contextual support, substantially enhanced attention to form which was evident in the significantly greater number of pauses owing to focus on lexical, syntactic, and phonological encodings. The implications of the outcomes are discussed in relation to relevant theoretical and practical issues.

This project explores the impacts of emojis on students' impressions when used in a course welcome email. We adopt a 4 × 3 factorial design to determine how different emojis (i.e., , ,) impact students' impressions of credibility, immediacy, and liking. Data from students (N = 368) indicates emoji choice does impact impressions. Consistently, instructors' emoji use resulted in decreased perceived competence and trustworthiness but increased perceived caring, immediacy, and liking. Findings have implications for instructors who engage in technologically-mediated out-of-class communication and want to strengthen early student-instructor relationships. Limitations and future directions are also discussed. [ABSTRACT FROM AUTHOR]

It is generally assumed that the journalists' strive for reliability of information is taken over by the increased need for speed in today's newsrooms. However, little empirical evidence supports that assumption. This study explores how journalists in high-speed newsrooms gather information, how gathering activities are temporally structured and how reliability manifests itself in information-gathering activities. Data were collected through micro-observations of information-gathering activities of individual journalists in eight Dutch newsrooms, with a variety of professional practices and temporal affordances. Analysis of these micro-observations suggests that journalists' striving to achieve reliability manifests in recurring checking and completing activities. The temporal structuring of information-gathering practices is, partly due to the story-driven character of news work, loose, multi-serial and often non-linear. The findings suggest that the assumed augmented tension between reliability and immediacy needs rethinking, at least with regard to everyday information-gathering practices. Even in high-speed newsrooms, immediacy is not as omnipresent as presumed and, although on occasion postponed, reliability is approached in a 'classic' manner. [ABSTRACT FROM AUTHOR]

This paper content analyzed 1584 news samples from 10 newspapers in China in 2012 and 2018 with the aim of exploring how the style of news has changed concurrent with the rapid expansion of digital media. The results showed that newspaper journalism in China is currently undergoing de-professionalization. Among six conventional indicators of professional news, three (brevity, immediacy, plurality of sources) are in significant decline, and the other three (adherence to conventional news structure, objectivity, and public orientation) are in partial decline. Such a shift can be interpreted as a decline in news quality, or alternatively, the formation of new journalism. [ABSTRACT FROM AUTHOR]