Skills Of Dialogue - .GLOBAL
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LESSON TWOSKILLS OFDIALOGUEo what are the skills that make a difference? Most ofus will be familiar with the idea of soft skills, althoughdifferent educational systems around the world will referto them using different terminology. Soft skillsare qualities associated with the way that we build relationships and collaborate with others. They are a critical part of ourstudent’s future employability (employers always want teamplayers), but are often under-represented at school, as theydon’t fit smoothly into a centralised testing regime, and there isa fear that by concentrating on developing soft skills, there willbe less time to concentrate on the knowledge and understanding which will be tested. The evidence suggests the opposite isin fact true – that when time is spent on the cultivation of softskills and relationships between students, this has a positiveimpact on their academic attainment.IN THIS LESSON1. THEORYSKILLS OF DIALOGUEOTHER SKILLSPRACTISE MAKES PERFECTDIALOGUE CHECKLIST2. ACTIVITIESMIND YOUR LANGUAGEROUND THE ROOMOFFENSIVE OR OK?ASKING RESPONSE QUESTIONSWE ARE ALL INTERVIEWEESACTIVE LISTENINGDifferent thinkers put forward different lists of possible skillsthat fit into this category, but we’ve identified a number that arecultivated by the activities in this pack. In practising dialogue,speaking and listening are critical. While these are skills thatmany education systems seek to cultivate, it is important tonote that a dialogical approach offers many opportunities todive more deeply into this, and to cultivate those skills in a morenuanced way.ASKER ANALYSISKEEP IT UNDER YOUR HAT3. WORKSHEETSACTIVE LISTENINGIt is important that we help students to develop the skill oflistening properly, that is, deeply and reflectively to one another.It is important to remember that we listen with more than ourears; we can show our attention with our eyes and bodies andin the ways that we react to one another. Are we able to askquestions to get more information or deeper understanding?When we listen properly we are engaging with the person who isspeaking and we are valuing what they are saying. Most importantly we are showing that we value the person and their ideas,not just waiting to share our own points of view.SKILLS OF DIALOGUEGLOBAL COMMUNICATIONIt is important that students have the opportunity to practisespeaking clearly and confidently, explaining their own pointof view, beliefs or values. When we take part in dialogue it isimportant to remember that we are not just learning from othersbut that, at the same time, we are also responsible for teachingthem. Within the context of the Essentials of Dialogue it is criticalthat we communicate our experiences and ideas to others (in ourclassrooms and globally) who may not share our backgrounds; ourexplanations must be clear so that everyone understands; freefrom jargon, slang or cultural assumptions.When introducing to students this is a handy teaching aid. TheChinese character meaning ‘to listen’ is composed of smallercharacters, all of which tell us something about the nature ofreally good, active listening.When students encounter their global peers, many of them areusing English as a second (or additional) language – so it is imperative that everyone remembers the importance of explainingtheir ideas with a focus upon simplicity and clarity.EARSEYESUNDIVIDED ATTENTIONHEART19
2SKILLS OF DIALOGUEActive Listening is not just paying attention but is a specificmethodology that enables practitioners to deepen dialogue toimprove communication and to address controversial and difficult issues. Listen carefully to what the other person is saying.S STAY on target.TE EVALUATE what you hear.Some keys to Active Listening include:N NEUTRALISE your feelings.Thinking about what your body language and posture aresaying to them.1CRITICAL THINKINGWe need to help students to think critically and creatively. Thismeans that students are given opportunities and challenges thathelp them to develop the habit of questioning and analysingideas that they encounter. Students should be able to identifyassumptions and biases, as well as to consider that some arguments are more valid and comprehensively supported than others. Critical thinking empowers students to analyse information,to reflect upon its sources and to be able to make informed andrational judgments. Students should be able to explain why theyhave reached their conclusions and support their points of view.Not interrupting.2Using silence effectively, waiting for them to say what theyneed to say.34 Paraphrasing or summarising the emotion and content ofwhat you are hearing. You are not agreeing with the person,merely reiterating what they said.Reflecting an emotion – “You are feeling angry.”5Reflecting content – “You feel angry because these thingshave happened to you.”QUESTIONING6Students need the opportunity to develop and practise the skillof asking good questions. Good questions are those that helpto enrich our understanding. We want to help students improvetheir ability to ask questions that enable them to elicit full explanations, deeper meaning and a detailed explanation of significance. Good questions don’t just give us more information butenable us to dive into the experience of other people and to startto appreciate and understand the way that they see the worldand why that is the case. Good questions are often responsequestions, that is, questions that arise from what has been heard;they always help students to deepen their understanding.Refraining from judgement or evaluation, just reflectingwhat the other person is saying – “If I understand what you’resaying.”7Asking the person to say more about their experiences orfeelings in a way that shows you are interested.8Affirming a person when you agree with what they aresaying.9It might also help to contrast Active Listening with DefensiveListening. Active Listening demonstrates to the other person thatyou are really listening to them – this helps to reduce conflict.Defensive Listening does not demonstrate understanding orthat you care about them. For example, a daughter says to hermother: “Mama you never have time for me! You are alwaysworking and doing things for other people”.ACTIVE REPLY“It sounds like you arereally frustrated that I amso busy and you are missingme. When do you wish Iwas around the most? Let’stry to find a way to spendmore time together.”REFLECTIONIt is critical to create space and allow time, opportunities and thepractise of skills that enable students to understand better whatthey have learned, how they have learned and how this could beimproved in the future. Reflection allows students to work aloneor in groups, and to take responsibility for developing their ownunderstanding. In the Essentials of Dialogue approach, studentsshould also be given opportunities to reflect upon how they feelabout what they have learned, and upon the impact that theirlearning has made upon their lives.DEFENSIVE REPLY“But I am working so thatI can make money to sendyou to school, buy yourclothes and your food!”OTHER SKILLSCOOPERATIONThese activities help students to cooperate with one another. Itis important that we move beyond ‘group work’ activities wherestudents work together in such a way that some students doall the work and others do very little. We recommend activitiesthat encourage cooperation, where all students are empoweredto engage positively with the ideas and activities of the lessonand (most importantly) with each other. This openness to deepengagement with one another is just as important in our ownclassrooms as across the globe.Sometimes this is remembered by the LISTEN mnemonic.LLOOK interested, get interested.IINVOLVE yourself by responding.TEST your understanding.20
2SKILLS OF DIALOGUEsometimes that this can be a greater challenge.GLOBAL AWARENESSThese activities give students the opportunity to develop theability to become more aware of the processes and outcomesof globalisation. This will, in turn, help them to see themselvesas individuals within a global community and to develop an appreciation of how they are not isolated but, in fact, valuable andvalued citizens of the world. When we think about global awareness we want to encourage students to be proud of the thingsthat make their communities unique while at the same timerecognising the things that they share with their peers aroundthe world. It is important that students are able to see the diversity of the world in which they live – not only being aware ofthings that are similar between different people, traditions andcountries, but also being confident about exploring differencesbetween them.RELIGIOUS LITERACYThese activities give students opportunities to develop the abilityto become more aware of the significance of religious belief,faith and traditions as a force in contemporary global society.Students will also have opportunities to develop an understanding of diversity within traditions as well as exploring and understanding a spectrum of perspectives – including both those of arange of religious believers and those with secular worldviews.PRACTISE MAKES PERFECTWhen teaching any new skill to students we areultimately aiming to help them achieve mastery; thatis to say they should be able to perform the skill at ahigh standard with ease. It is important to recognisethat different people acquire skills at different speeds(and many of our students will be starting theirjourney towards such mastery at different points).It is always best to break the skill down into smallchunks, model it for our students (so they knowwhat it looks like) and then get them to practiseit a number of times (so they are really ableto develop mastery). Our resources havebeen designed to help students revisit thesekey skills frequently, so that they are able tomaster them. Experience suggests that thisrepeated practise is critical if students are toactually develop these skills; discussing themwill not have the same impact. To use the analogyof another skill set – learning to play the piano – onecan attend a detailed lecture on playing the piano and havea good intellectual understanding but, in order to actually be agood piano player, regular practise is the key to success. If wereflect on the way that we approach skills in the classroom, thenthis analogy is important.Students will achieve mastery in these skills by regular practise.ICT & GLOBAL CITIZENSHIPThese activities give students the opportunity to developa full range of skills to do with information technology,so that they are confident using online tools, personal computers, smart phones, tablets, email, onlinecommunities, social media, digital cameras etc.It is important that students are able to usethese tools appropriately to develop positiverelationships with one another, and in animaginative way that enables them to makepositive contributions to the experiences ofothers. At the same time, students shouldbe able to make well-informed and discriminating judgments about the material that theyencounter online. They should be able to separatethe trustworthy sources from the untrustworthy,and the informative from the manipulative.LEADERSHIPThese activities give students the opportunity to develop leadership skills. It is important to con- sider that leadership, in thiscontext, should be understood as a skill that enables studentsto empower and support their classmates or global partners.Examples of such activities might include giving good thoughtfulfeedback to a partner, working in a pair to support a classmatedevelop understanding, working to engage one’s broader community with issues explored through these resources or workingwith partners in a school across the globe.It is good to spend some time reflecting upon the way that yourstudents work with some of these skills, and a useful way ofdoing this is by using the checklist below. You can also use theWhat is My Dialogue Score? questionnaire (see page 18) withstudents to identify the skills that they most need to develop.DIALOGUE CHECKLISTLIVING WITH DIFFERENCEUse this useful checklist to assess your students’ dialogue skillsand to map their progress as they develop these skills.These activities give students the opportunity to develop a widerange of skills that will allow them to find alternatives to conflictwhen they disagree. Essentials of Dialogue enables students toexplore similarity with their global peers, but also (more importantly) to explore difference – being able to articulate proudlytheir own points of view, as well as being able to challenge oneanother, both confidently and respectfully, where they disagree.It is important to remember that we all encounter difference,not just in global dialogue but also in our own classrooms andATTITUDE 21My students are open to learning about the lives, values andbeliefs of othersMy students have a healthy level of curiosityThey are confident to share their own lives, values andbeliefs with others
2 SKILLS OF DIALOGUEThey can suspend judgments in favour of listening with openhearts, minds, eyes and earsThey are concerned to find solutions to shared problems.They are able to make others in the dialogue feel safeenough to share personal thoughtsRESPONDING SPEAKING My students speak for themselves and not on behalf ofothers in dialogue (using ‘I’ instead of ‘we’)My students can give good descriptions, details and explanations when speaking about their communities, cultures,faiths, beliefs and valuesThey can speak from the heart and are not reliant on prepared statements and textThey do not use ‘them’ and ‘us’ language or make unfaircomments about those not represented in the dialogue.They can go beyond describing and explaining events andfeatures to sharing ‘meaning’ and ‘significance’They can frame questions within the context of their ownexperiences REFLECTING LISTENING My students can ask questions that are open-ended andthat seek meaning and significanceMy students can ask questions formed by what they hearfrom others to further their understandingThey are able to ask questions that explore meaning andsignificanceThey can articulate how they feel on hearing somethingfrom someone elseThey can show that they value the ideas, experiences andbeliefs of others even when they do not agree with themThey are able to respond empathetically to othersThey can challenge others in the dialogue in a way that isrespectful and open My students show respectful and attentive body languagewhen in dialogue with othersMy students can process what they hear to ask questionsthat clarify, challenge and seek a deeper understandingThey can focus on the ‘other’ in the dialogue without beingdistracted by the teacher, their peers or othersMy students listen carefully, process and reflect beforespeaking again in order to avoid spontaneous responses thatmight be ill-thought through 22My students are able to identify the major influences ontheir lives, behaviour, beliefs and thinkingMy students are able to place themselves in the local,national and global communities and understand how theycontribute to these groupsThey can find differences as well as similarities betweentheir own lives, values and beliefs and those of othersThey can articulate clearly what they have learned aboutthe ‘other’ through their dialogue with them, focusing onspecific pointsThey are able to reflect on their own skills of dialogue (andthose of others) and consider how these could be improvedin the futureThey can explain how their learning through dialogue mayimpact their behaviour or choices in the future
2SKILLS OF DIALOGUEA LESSON ACTIVITIESOBJECTIVESTEP 4Person A chooses one of the topics that you have written upon the board and is given one minute to explain it to person B– as though Person B were the person on their card. After oneminute, the roles are reversed.By the end of this lesson, your students should know how toidentify the skills of dialogue, understand how to move to deeperdialogue by asking response questions and have experiencedreflecting upon their own skills.STEP 5ASSESSMENT CRITERIAThen students do one WWW and one EBI (see page 13) for theirpartners, then swap cards, find new partners and repeat. We suggest allowing everyone to practise this two or three times.Students are familiar with and practising the use of a range ofdialogue skills.STEP 6CLASSROOM ACTIVITIESFinish with class discussion to bring it together. What havethey learned? The key idea is that there are different ways ofspeaking according to whom you are speaking. Therefore thereare particular ways of speaking that are appropriate for videoconferences.The worksheets that accompany the activities below can befound at the end of the lesson.STARTER ACTIVITY 1MIND YOUR LANGUAGESTARTER ACTIVITY 2ROUND THE ROOMPURPOSEThis activity encourages students to reflect upon and analysewhat they already instinctively know – that there are differentways of speaking for different audiences. Taking part in dialogueis another of these distinct ways of speaking. This activity alsogives all students the opportunity to practise speaking andlistening. The purpose of this exercise is to practise the differentways that students adapt the way that they speak to differentaudiences, and then to reflect upon the differences (the keylearning is that they adapt what they say, and how they say it tothe appropriate audience).PURPOSEThis is a very useful activity to help students to reflect upon howto build upon one another’s points without repeating. It alsohelps students to develop their listening and thinking skills.STEP 1Sit students in a circle around the room and select a topic. Somesuggestions might include: Our town Our school Our community A festival that we celebrateRESOURCESWorksheet 2.1: Mind Your Language role cardsSTEP 2STEP 1Each student has to make one point about the topic but nobodyis allowed to repeat what anyone else has said. As the topic travels around the circle, it should be gaining new ideas.Prepare for this activity by printing out the Mind Your Languagerole cards. The role cards detail a number of different social rolesthat students may sometimes relate to.NOTESTEP 2Encourage students to: Identify where someone repeats an idea Identify when contributors take understanding for granted,when someone from outside your community might notunderstand. Put forward alternative points of view (“so and so said this,but I think something different.”) Develop depth by adding personal perspectives (“this isimportant to me because.”)You will need to have a number of discussion topics up on theboard; these could include: My day at school What I do for fun The place I would most like to visit My favourite book (or movie) What I believe happens when we dieSTEP 3Each student has one of the role cards. Ask students to partnerup. Students tell each other what their assigned roles are (itdoesn’t matter if they are the same) .23
2SKILLS OF DIALOGUErole-play some of the phrases experimenting with how they aresitting or standing when saying them or how they are making eyecontact or what they are doing with their arms (paired/group orwhole class activity). This would work best if the teacher modelsthis with another member of staff or a volunteer from the classbefore students pair off. Then ask each pair of students to modelone example for the rest of the class.MAIN ACTIVITY 1OFFENSIVE OR OK?PURPOSEThis activity expands the point made in the starter, and helpsstudents to realise that the way they say things, tone of voiceand body language, may also be critical in creating an impressionamongst their hearers.EXTENSIONWhen speaking to others about sensitive issues, what are theimportant things to remember? Two large sheets of paper, onefor best words and one for words to avoid, are placed at oppositeends of the room with a student in charge of each of them. Theclass offers words/terms which are then listed on the appropriateposter. These posters can be typed up and used as a resourcefor the rest of the module. It may also be helpful to refer to theRights Respecting Sentence Starters worksheet.RESOURCESWorksheet 2.2: Offensive or OK?Worksheet 2.3: Rights Respecting Sentence StartersSTEP 1Hand out copies of the Offensive or OK? worksheet, one foreach pair of students (this resource may require re-working tomake it optimally culturally relevant).MAIN ACTIVITY 2STEP 2WE’RE ALL INTERVIEWEESAsk students to work with their partner and have a gener- aldiscussion about a random topic. For example, discuss favouritebooks, TV programmes, sports teams. During the course of thisdiscussion they should try out as many of the phrases as theycan. Emphasise that this is acting; they should be pretendingthat they disagree with one another, so they should try to befirm.PURPOSEThis activity enables everyone to take part equally, limiting theenthusiastic (encouraging them to be focused) and encouraging those who would prefer to be quiet, while ensuring thatall students play a full part in both speaking and listening.Thisactivity can be used to: Improve questioning skills, particularly by developing students’ ability to ask response questions. Improve listening skills by adding subsequent questioning. Prepare for videoconferences. Use it to help students prepare for the introductory ice-breaker activity.STEP 3Then ask students to do some individual reflections: “Considerhow these statements feel when they are used towards you ”Students can also include how it felt when someone used one ofthese terms to them in the past.STEP 1STEP 4Get students working in groups, ideally of four. Within theirgroups students should know in which order they are going. Thisis most easily arranged by giving each person a number, depending upon where they are sitting.Students can then share their ideas using the Sharing Our Ideasactivity (see page 11). You can also explore with some whole classfeedback.STEP 5STEP 2Then, working in pairs, students split the words/ phrases on theworksheet Offensive or OK? into sets of phrases. Tick the onesthat it would be appropriate to use, cross out the ones that wouldnot and put question marks next to the ones about which youare not sure. Various points will certainly emerge from discussion, so listen out for them as you travel round the room but beprepared to ask questions to elicit these points.Students are asked questions by their group on a topic selectedby the teacher. This activity has two key roles: Interviewee: the person answering the questions. Theyshould be standing up and should answer questions from therest of their group for one minute. Interviewers: the rest of the group are interviewers. Their jobis to keep the questions coming and ensure that the personbeing interviewed keeps going for the whole time.The appropriateness of most of the statements depends upon: The context The tone of voice Body languageTheir questions should be: Open: encouraging longer, imaginative and personalresponses: “Can you tell me more about.?” “How do youfeel about.?” rather than Closed: questions which can be answered withsimple or short responses: “Is your name Robert?”What could make the phrases take on a different meaning? Saya phrase with inappropriate body language, tone or phras- ing.This is an exercise in tone and body language. Students should24
2SKILLS OF DIALOGUEThe questions could be: Response questions: Building upon what they have alreadyheard from that person.helpful videos here: Asking response questions: youtu.be/1cDMB5sFCWc Using questions to build dialogue: youtu.be/idIULdd2cEkSTEP 3MAIN ACTIVITY 4At the end of the minute the next person stands up to be interviewed, until everyone in the group has had a turn.ACTIVE LISTENINGPURPOSESTEP 4Listening is probably the most central skill for good dialogue butit is something that many students think of as a passive activity;it’s important to get them thinking of it as something active.When the activity is over encourage students to: Reflect upon what they’ve discussed (write down your best2/5 ideas) Share their ideas with a new partner Provide positive feedback to their groupNOTEBe sure you introduce the methodology outlined in the theorysection before getting students to practise the active listeningexercises below. These three exercises require students to worktogether. One good way to approach this is to divide the classinto groups of three, so every time an exercise is done, there issomeone to WWW/EBI what has happened. Make sure that theobserver role is changed round and that everyone has a go ateach exercise.MAIN ACTIVITY 3ASKING RESPONSE QUESTIONSPURPOSEThis is one of the critical skills of dialogue, and may seem selfevident, yet it is something that many students will need topractise regularly before they become really good at it. This is asimple activity which enables them to practise this core skill. Thisis a very important skill for students in any dialogue videoconference and can make the difference between a disconnected seriesof questions and a proper dialogue. This is an activity that students need to practise in order to build up their skills; it probablywon’t just occur spontaneously.STEP 1REPEAT: Person A says one short paragraph, Person B repeatsit word for word. If they can’t repeat it word for word, try doingthe exercise with a shorter sentence until they can repeat itword for word. Take turns at doing the ‘repeat’ exercise. This is awarm up to prepare them for the next exercises.STEP 2RESOURCESPARAPHRASE: Sit face to face with someone else. Person AWorksheet 2.4: Response QuestionsWorksheet 2.5: Thinking About the Videosays a short sentence, Person B listens and then paraphrasesusing similar words and sentence structure. Rearrange the wordsor substitute words to give the message back to you partner.The observer should judge if the message is still the same – theyneed to get a balance between paraphrasing or repeating. If theobserver tells you that you are just repeating, try to move wordsaround and to replace them with synonyms until you can successfully paraphrase what your speaker has said. Take turns withyour partner, practise this paraphrasing exercise until you bothfeel you are good at paraphrasing a message.STEP 1Introduce by starting students off on the activity We’re All Interviewees (see previous activity). Group students into groups offour and get them to start the interview using a simple questionlike “Which celebrations are important to me?”STEP 2After two students in each group have had their turn introducethe idea of the second question to students by having them referto the two diagrams on the Response Questions worksheet. Askthem which one is better in terms of generating information.STEP 3REFLECT: This exercise requires full concentration and atten-tion. Sit face to face with a partner. First observe the facialexpression, the mood, the gaze of the other person. PersonA says something that Person B should then reflect back tothem in their own words. Ask your partner if you reflected themessage correctly. Ask him if you were in tune with his feelingsand mood. If you successfully completed this exercise, your(reflective) listening will make your partner feel listened to andunderstood by you.STEP 3Get them to go back to the We’re All Interviewees exercise, butto practise the last two interviews making sure that they use thismethodology.EXTENSIONThere are some excellent video resources to help students thinkabout asking good questions and building dialogue with responsequestions. Why not get them to watch the videos for homeworkbefore discussing them in the lesson? Use the note taking sheetbelow to help students focus their viewing. You can find twoKeep doing these exercises, especially the reflective listeningexercises for as many times as you think necessary to masterthis listening skill.25
2SKILLS OF DIALOGUEMAIN ACTIVITY 5ASKeR ANALYSISSTEP 6Return sheets to point of origin. Students can then reflect uponhow they could improve their question. You might like to ‘primethe pump’, using an example question like one of these: If God loves you, why is he always telling you what to do? How do you know how to act without a religion to show youthe way?1PURPOSETo get students to reflect more deeply on the quality of theirquestions, and some of the baggage that they might be bringingto the process of asking questions.A ASSUMPTION: What are the assumptions ‘hidden’ in thisquestion? What does it reveal about the way that the questionerthinks?REFLECTION ACTIVITY 1KEEP IT UNDER YOUR HATPURPOSEIs this really a question oris it a statement in disguise? Very often things that seem to bequestions are actually statements about “What I think”, ratherthan trying to find out “What you think”!S STATEMENT OR QUESTION:This activity is a light-hearted way to encourage students toremember the key skills that they have worked on in this session.RESOURCESWorksheet 2.6: Origami Hat InstructionsKe KEY WORDS: Which words would you remove or replace?Which can be understood differently? Which could you use as away into the answer?STEP 1Using Origami Hat Instructions, each student makes a thinkingcap to remind them of their responsibilities when speaking topeople of different faiths or cultures. Students should work inpairs to encourage discussion (and informal peer assessment)while they are completing their hats.R REPHRASE: How can you rewrite this question?This activity is not about getting the perfect question it is aboutgetting students to think about asking better questions.STEP 2STEP 1They can use both words and symbols to decorate them.On the outside they write the words and phrases that theyshould use and reminders about tone and body language. On theinside, they write the things that they should try to avoid.Ask students to prepare a number of questions that they wouldlike to ask in the videoconference
WORKSHEETS MIND YOUR LANGUAGE ASKING RESPONSE QUESTIONS SKILLS OF DIALOGUE OTHER SKILLS DIALOGUE CHECKLIST PRACTISE MAKES PERFECT ACTIVE LISTENING . Active Listening is not just paying attention but is a specific methodology that enables practitioners to deepen dialogue to improve comm
approach and a dialogue editor to write these dialogue scripts. Online chat bots are proposed as a technique to evaluate and to improve an interactive dialogue script. Results of a pilot study with 4 non-phobic individuals are promising and suggest that these scripted interactive dialogues can be used to simulate a human-human dialogue.
Apr 30, 2016 · ‘Difficult Dialogue’ resources. These are composed of two discrete sections. The first is this book – Difficult Dialogue in the Classroom, which builds upon the work outlined in the Essentials of Dialogue, to outline an approach to addressing such issues using tried and tested
83. Ecumenical Dialogue in the Orthodox Coptic Church Wedak Tawfi k 525 84. Ecumenical Dialogue in the Ethiopian Orthodox Tewahedo Church Ayalkibet Berhanu 534 85. Ecumenical Dialogue in the Syrian Orthodox Church Archbishop Philoxenos Mattias Nayis 546 86. Ecumenical Dialogue in the Malankara Orthodox Syrian Church Kondothra M. George 552 87.
This report describes the state of the art of the dialogue management research in a context of both spoken and multimodal dialogue systems. Section 2 describes an overview of a multimodal dialogue .
ministere du travail, de l’emploi et des sportset du dialogue social ministere de la ville, de la jeunesse rapport de synthese des travaux du groupe de dialogue inter - partenaires sur la lutte contre les discriminations en entreprise président du groupe de dialogue: jean-christophe sciberras
dialogue act model, which relies on hierarchical clustering and uses no manual labels during model training, would support equal or better student learning than the supervised dialogue act model, which relies on a decision tree classi- er and represents a state-of-the-art, highly accurate dialogue act classi er that
4. Assistants (Alexa, Siri, Google etc.), question answering 5. Dialogue authoring/tooling systems 6. Language understanding (NLU) 7. NLU Dialogue state tracking 8. Dialogue management (DM) 9. DM Language generation 10. Speech recogn
1003 / 83 1496 / 99 31 / 6 44 / 7 64 / 8 100 / 10 147 / 13 201 / 16 290 / 20 10 20 20 30 40--SYNAC 32 SYNAC 46 SYNAC 68 SYNAC 100 SYNAC 150 SYNAC 220 SYNAC 320 L0932-L0933-L0934-L0935-L0936-L0937-L0938-*Synac Series Fluids are available in Pails & Drums. See page 15 for more information and package part number suffix. LUBRIPLATE PRODUCT SAE NO. VIS. INDEX FLASH POINT FIRE POINT POUR POINT VIS .
