CFP Collaborative-Dialogic Practice (Czech Republic)

ConferencesCall for Proposals: The 4th International Congress on Collaborative-Dialogic Practice, June 26-29, 2019, Brno, Czech Republic. Deadline: December 1, 2018.

The 4th International Congress on Collaborative-Dialogic Practice will focus on the exploration and practice of Collaborative-Dialogic Practice across contexts, cultures, and disciplines. Organizers invite you to submit a proposal addressing our theme: inviting connection, conversation, creativity. The aim is to be as active, open, participatory and diverse as possible. Proposals will be accepted for workshops, paper presentations, and posters. You can send proposals based, for example, on your experiences, practices, and research in social intervention, conflict mediation, and resolution, psychotherapy, political action, education, social work, sociology, anthropology, health care, among others. They are interested in presentations that are interactive and conversational and invite your creativity in designing your presentation. Workshops, papers, and posters may be presented in your language of choice, which you will be asked to indicate on the application form.

CFP IAICS East/West: New Divisions, New Connections (Czech Republic)

ConferencesCall for papers: 25th International Conference of the International Association for Intercultural Communication Studies (IAICS): East/West: New Divisions, New Connections in a Populist Political RealityJuly 12–15, 2019, Brno, Czech Republic. Deadline: November 15, 2018.

Proposals sought that aim to consider the following questions:

* How do cultural and communication scholars understand the shifting discourses around the “West” and its “Others”?
* How have – fictional and non-fictional – representations of the relationship between the “West” and “Others” evolved?
* How have the centre and the periphery been re-defined, re-imagined and re-negotiated?
* What is the role of communication technologies in building connections/divisions in the current climate?
* How have major policy interventions – such as China’s Belt and Road Initiative – affected intercultural divisions/connections?
* How relevant are theories of communication/cultural integration developed in Western liberal democracies for understanding current developments?
* What are the most challenging issues that scholars of intercultural communication face at the moment?
* Are there historical lessons that can inform our understanding of the impact of technological change on intercultural communication and interaction?

Communication of Scientific Research Seminar (Czech Republic)

Summer School “CSR 2016”
7 – 10 June 2016
University of West Bohemia, Pilsen, Czech Republic
Location: The Institute of Applied Language Studies of the University of West Bohemia, Pilsen, Czech Republic
Term: 7 – 10 June 2016 (daily from 9.00 a.m.to 5.30 p.m.)

Programme: 6 hours per day of theoretical and practical lessons on the basics of theory of communication applied to scientific research; construction of written and oral texts, analyses of written and oral texts prepared by participants, small groups work session and class discussion

Participants: young researchers (PhD students, grant holders, post-doctoral fellows) working in the area of natural and social sciences as well as the humanities

Lecturer: Maria Flora Mangano, with a scientific background in biology, PhD in biochemistry, the author of a handbook on communication of scientific research, freelance lecturer in communication of scientific research since 2006

Registration Fee: 50 euro per person, and does not include accommodation and meals
Accommodation: university halls of residence in the vicinity of the campus
Meals: university dining facilities on campus
Language: English
Registration: by May 20, 2016. Application form is available on website and should be filled in every part
Payment: by May 20, 2016

For further information please contact:
CSR website
or send email
Institute of Applied Language Studies
University of West Bohemia
Univerzitni 22, 306 14 Pilsen
Czech Republic

Communication of Scientific Research (Summer School, Czech Republic)

Summer School for Communication of Scientific Research

CRS Summer School 2015

The first Summer School for Communication of Scientific Research (CSR) will be offered at the University of West Bohemia, in Pilsen, Czech Republic. [Click on the image above to download the flyer.]

Location: The Institute of Applied Language Studies of the University of West Bohemia
Term: 7 – 11 July 2015 (daily from 10.00 a.m.to 6.00 p.m.)
Programme: 7 hours per day of theoretical and practical lessons on the basics of theory of communication applied to scientific research; construction of written and oral texts, analyses of written and oral texts prepared by participants, small groups work session and class discussion

CSR: Communication of Scientific Research is different from the general communication of science, which implies the explanation of scientific matters to people who have not a scientific background (public and not specialized media). “CSR” is a discipline dedicated to the professionals of science, people who do know the matter, as they study, do research and work in this context. It does not depend on the disciplines, as it is not based on the contents of science, but on the tools used to communicate. “CSR” courses aim to start to fill a gap: a need for a more formal education on communication among young scientists.

Target audience: PhD students, post-doctoral fellows of different countries and disciplines (natural, social and human sciences)
Number of participants: maximum 20
Structure of the course: an intensive course of 5 days, with 7 hours per day, of theoretical and practical lessons dedicated to written and oral communication of scientific research.
Language: English
Application form due May 31, 2015
Registration Fee: 350 euro per person

Lecturer:
Maria Flora Mangano earned her PhD in biochemistry in Italy, at the University of Milan, in 1999; then she left the research laboratory to study science communication. In 2003 she started to teach communication through meetings and courses dedicated to trainees at scientific faculties of Italian universities. In 2014 she began a second PhD in humanities and intercultural studies at the University of Bergamo (Italy). Her website and the articles she publishes are attempting to start filling a gap: the need for more formal education of communication among scientists. It is a challenge for scientific disciplines, where so much research is done with such a little communication. She has published a handbook of communication of scientific research. It has been written both in Italian (1st ed. 2008; 2nd ed. 2013) and Spanish (2009). It is 100 pages long, and designed for science professionals: young scientists, including PhD students and postdoctoral fellows. It is offered to scientists as a tool to understand how to communicate their research, either written or oral, better. The handbook specifically deals with various forms including a scientific paper, poster, PhD thesis and scientific presentation. Maria Flora Mangano teaches communication of scientific research at Italian universities and organizes regular “schools.” Three courses dedicated to the communication of scientific research have already been held in Pilsen, at the University of West Bohemia, in 2014 and 2015. July 2015 will be the first summer school.

History and more details, including the complete Schedule are available. For further information about the course, please send an email.

 

Susan Opt – Fulbright

Susan Opt
James Madison University

Fulbright to Czech Republic

In fall 2009, I was a Fulbright scholar at Masaryk University in Brno, Czech Republic. I taught two graduate courses—Intercultural Communication and the Rhetoric of Social Intervention—and one undergraduate course in The History and Culture of US Media.

Unlike many Fulbrighters, I did not have any contacts in the Czech Republic or a letter of invitation. Instead, I spent time researching the “open” or “general” calls on the Fulbright web site and emailing some of the program officers to get information about opportunities in their region (although I did not email the program officer responsible for the Czech Republic!). In the end, I decided to apply to the Czech Republic for several reasons. First, the US institution where I was teaching at the time had been founded by immigrants from Moravia, a part of the Czech Republic. In my application, I connected my interest this historical piece with cultural insights that I might gain from working in the Czech Republic. Second, I had lived and worked in Germany and had visited the Czech Republic in its pre-revolution and immediate-post-revolutions days, so I had some familiarity with the culture. I thought my proficiency in German might come in handy in interactions with older Czechs. I also wanted to see how the culture had changed in the two decades after the revolution. Finally, I felt that the Czech Republic might be a less popular choice by other applicants and so that might increase my chances of getting an award!

After I decided to focus on the Czech Republic I spent time online researching institutions in the Czech Republic to see which ones might offer programs in my areas of interest. I applied for a teaching award because in the Czech Republic, at least, teaching awards are more numerous than research awards. I also looked for programs that offered instruction in English. In my application, I proposed classes and suggested institutions where my knowledge might be useful. In my statement, I focused on the benefits I could offer the host institution. I also emphasized what I could learn from this experience that would benefit my institution and students.

The application review involved several steps. First, the US Fulbright Commission reviewed the application and determined whether it would be forwarded to the Czech Republic. Then the Czech Fulbright Commission reviewed the application to determine whether it should be forwarded to an institution. In an “open” call, like my case, the Czech Fulbright program officers contacted Czech institutions to see if they would be willing to sponsor a Fulbrighter. After they approved the application, then it came back to the United States for final review.

If a Fulbright is granted, then there’s more work! Applicants have to pass a medical exam and, depending upon the country’s requirements, may have to go through a security check with the country’s police, get a visa, and get shots. In addition, “open” call applicants, like me, may have to spend time corresponding with the host institution to negotiate courses or research needs. At this point, one of the most helpful pieces of information acquired from either the in-country Fulbright program coordinator or from the US program officer for that country is copies of previous Fulbrighters’ final reports. Fulbrighters write a final report that summarizes their experiences and give advice for future Fulbrighters. In my case, the reports were extremely helpful in knowing what to expect in the Czech classroom and working ahead of time with the Czech institution to put enrollment limits on the courses. The reports as well as communication with the institution helped me know what technology was available and what kinds of materials I would need to bring with me. For example, Czech students cannot afford to buy textbooks. Fortunately, the Fulbright Commission provides teaching scholars a small stipend for books, so I was able to bring copies of used books for students.

Finally, the key to applying for and surviving a Fulbright is flexibility. You need to be flexible in terms of where you might be willing to go. And you need to be flexible and adaptable to the conditions that you find when you arrive. For example, you might end up teaching a course different than you had expected and prepared for. You might find that the students have different language abilities, backgrounds, and preparations than you imagined. You might find that how courses are taught and the length of courses differ from what you are used to. But these kinds of surprises teach us a lot about ourselves, our culture, and our educational system and help achieve William Fulbright’s vision of changing the world by changing how we think.