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Wu, Jemma. "A Framework for Learning Comprehensible Theories in XML Document Classification." IEEE Transactions on Knowledge and Data Engineering 24, no. 1 (January 2012): 1–14. http://dx.doi.org/10.1109/tkde.2011.158.
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Lloyd, J. W. "Logic for Learning: Learning Comprehensible Theories from Structured Data20043Logic for Learning: Learning Comprehensible Theories from Structured Data. Springer, 2003. 256 pp., ISBN: 3‐540‐42027‐4 £29.50 (hardcover)." Assembly Automation 24, no. 3 (September 2004): 325. http://dx.doi.org/10.1108/aa.2004.24.3.325.3.
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Losonczy, Anna Kornélia, and Annamária Orbán. "Understanding Centrality Theories •." Építés - Építészettudomány 50, no. 1-2 (March 4, 2022): 27–43. http://dx.doi.org/10.1556/096.2021.00048.
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The study is based on the re-combination or synthesis of international scientific literature, and the definition of the notions center, and sub-center. A conceptual-structural framework of socio-spatial characteristics of centers (and sub-centers) is set up, these factors are essential elements of making, maintaining, and rehabilitating a city: Market and Competition; Node and Pole; Faith; Power; Security; Mixture; and Identity. In an evaluation matrix, the meta-physical characteristics (that are the determining factors of the physical attributes) of these archetypes are drawn. Based on famous theorists, three types of city forms are distinguished: the “traditional / organic”, the “modern / planned”, and the “contemporary / disjointed” ones. We argue that the historical, theoretical-conceptual background of the triple division is comprehensible. However, this trichotomy lacks some essential elements, “measurable” aspects of city centers – outlined in our study –, which are important in contemporary urban processes and support more realistic urban planning.Tanulmányunkban – nemzetközi szakirodalmi kutatás alapján – definiáljuk a központ és az alközpont fogalmakat. Meghatározzuk a központok (és az alközpontok) téri-társadalmi jellemzőinek konceptuális és strukturális keretrendszerét. Ezek az alkotóelemek – Piac és Verseny; Csomópont és Pólus; Hit; Hatalom; Biztonság; Vegyesség; Identitás – a város alapításának, fenntartásának és megújításának feltételei. Egy értékelő mátrix segítségével összegezzük ezen archetípusok metafizikai jellemzőit, és amellett érvelünk, hogy ezek determinálják a központok fizikai tulajdonságait. Elismert szerzőkre hivatkozva ismertetjük a legelfogadottabb városmodellek hármas felosztását: a hagyományos / organikus, a modern / tervezett és a kortárs / széttagolt tipológiát. Azt állítjuk, hogy a hármas felosztás történelmi, elméleti-konceptuális háttere megalapozott. Ugyanakkor ez a hármasság nem foglalja magában azokat a „mérhető” – a tanulmányban felvázolt – szempontokat, amelyek segítségével a valósághoz jobban közelítő, a tervezési gyakorlatban könnyebben alkalmazható központmodellek vázolhatók fel.
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Rubiera-Garcia, Diego. "From fundamental physics to tests with compact objects in metric-affine theories of gravity." International Journal of Modern Physics D 29, no. 11 (May 26, 2020): 2041007. http://dx.doi.org/10.1142/s0218271820410072.
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This paper provides a short but comprehensible overview of some relevant aspects of metric-affine theories of gravity in relation to the physics and astrophysics of compact objects. We shall highlight the pertinence of this approach to supersede General Relativity on its strong-field regime, as well as its advantages and some of its difficulties. Moreover, we shall reflect on the present and future opportunities to test its predictions with relativistic and nonrelativistic stars, black holes, and other exotic horizonless compact objects.
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Hajimia, Hafizah, Manvender Kaur Sarjit Singh, and Saralah Devi Mariamdaran Chethiyar. "SECOND LANGUAGE ACQUISITION: KRASHEN’S MONITOR MODEL AND THE NATURAL APPROACH." PEOPLE: International Journal of Social Sciences 6, no. 3 (December 9, 2020): 87–99. http://dx.doi.org/10.20319/pijss.2020.63.8799.
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The second language can be defined as any other language which is learned or acquired after their first language or their mother tongue. Learning or acquiring a second language can be a difficult task for anybody that wishes to speak or write in a language other than their first language. Teachers should have the basic knowledge of second language acquisition theories to provide a comprehensive teaching and learning environment to students. One of the most applied and well-accepted theories is Stephen’s Krashen’s theory of second language acquisition. The present study was carried out as an observation on students to address the importance of Krashen’s Monitor Model and the Natural Approach in the stages of second language development to ensure effective teaching of the second language. The findings show that the cause of the input factor should be taken into consideration when teaching a second language/foreign language. The findings also indicated that cooperative learning can be a good method for students to get comprehensible input from their classmates.
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Kammer, Adrian, Sebastian Niessen, Lukas Schmid, and Norina Schwendener. "Finding One’s Way on the Roads to Social Change." Social Marketing Quarterly 22, no. 2 (March 23, 2016): 89–106. http://dx.doi.org/10.1177/1524500416641385.
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Many theories and models attempt to explain the mechanisms underlying human behavior. In order to maintain an overview of the many aspects involved in communication campaigns, social marketing, and behavior change, the Swiss Federal Office for Public Health has created a metamodel of the impact of its campaigns. This metamodel does not claim to contribute any new findings to behavioral research. Its purpose is primarily to summarize the current state of research in the field in a comprehensive and comprehensible way, with reference to a range of relevant communications, social marketing, and behavior change theories. Dimensions addressed include strategy, processes, and impact, with the final dimension demonstrating the possible ranges of impact from individual to societal and from information to behavior. Social marketers and campaign planners may find this model useful as a planning and evaluation tool for campaigns, programs, or interventions that seek to increase awareness or change behavior. Its focus lies on communication campaigns, while also indicating the limits of campaign efficacy. It makes it clear that campaigns are most effective at the early stages of the behavioral change process, such as capturing attention, while other interventions are more effective at later stages.
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Pan, Li. "A Study on Using Noticing Hypothesis to Improve Learners’ Language Input in Language Learning." Journal of Contemporary Educational Research 6, no. 1 (January 20, 2022): 68–71. http://dx.doi.org/10.26689/jcer.v6i1.2896.
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In 1967, more than fifty years ago, Corder introduced the concept of “input” in the second language acquisition (SLA) research field. In 1985, Krashen introduced the concept of “comprehensible input hypothesis.” In 1990, Schmidt introduced the concept of “noticing hypothesis” [1]. Today, “input” is becoming more and more popular in the research on second language acquisition. This paper tries to connect theories about input and noticing hypothesis in hope that the clear definition can be helpful to guide language teaching accordingly.
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Andrew, Alex M. "Logic for Learning: Learning Comprehensible Theories from Structured Data20042J.W. Lloyd. Logic for Learning: Learning Comprehensible Theories from Structured Data. Berlin: Springer 2003. x+256 pp., ISBN: 3‐540‐42027‐4 hardcover £29.50 ISSN 1611‐2482 Cognitive Technologies Series." Kybernetes 33, no. 8 (September 2004): 1333–35. http://dx.doi.org/10.1108/03684920410545324.
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Uotinen, Joonas. "Integral Perspective on Happiness." Approaching Religion 5, no. 2 (November 17, 2015): 93–106. http://dx.doi.org/10.30664/ar.67576.
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A happiness science has emerged amidst, and spans, the social sciences. This research, despite the long philosophical tradition on happiness, is in its infancy and a robust theory of happiness is called for. I will review parts of the literature and some of the main happiness theories using Ken Wilber’s Integral approach. I will concentrate largely on Aristotle’s eudaimonia, as that has re-emerged into the centre of happiness discussions as a possible contender for the prevailing subjective happiness theories. The Integral approach seems to provide valuable insights into many happiness theories, juxtapose them in a comprehensible way, pinpoint deficiencies, and propose enhancements. Amongst other things, I will propose a new happiness theory combining John Kekes’ happiness theory with ecological ethics and I will conclude that enlightenment proves to be a good candidate for the ultimate good, or summum bonum, I will enlarge on Aristotle’s theory and propose that Wilber’s theory provides an ‘Integral road map towards eudaimonia enhanced – the enlightenment’. I will argue that eudaimonia and enlightenment, though superficially dissimilar, accord in surprising ways, to a great extent. I will discuss whether the discussion of happiness and morality is critically biased, and I will discuss the societal implications that Wilber’s conception of the human might have through its implications for happiness theories.
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Khalifa, Mohamed Fathy. "Contrastive Analysis, Error Analysis, Markedness Theory, Universal Grammar and Monitor Theory and their Contributions to Second Language Learning." International Journal of Linguistics 10, no. 1 (January 14, 2018): 12. http://dx.doi.org/10.5296/ijl.v10i1.12479.
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Theories of second language acquisition (SLA) play an important role in second language (L2) learning. These theories can help both language teachers and their students to understand L2 language learning process. There are various theories and approaches of SLA which try to explain how L2 learning takes place. Each theory accounts for L2 acquisition from a different perspective. This paper describes and compares five theories of L2 acquisition: Contrastive Analysis (CA), Error Analysis (EA), Markedness Theory, Universal Grammar (UG) and Monitor Theory, explains their contributions to L2 learning and shows the criticism of each theory. First, in Contrastive Analysis, the weak and strong hypotheses and types of language transfer are explained. Second, in Error Analysis, attitudes towards errors and aims, process and models of Error Analysis are described. Third, in Markedness Theory, the role of typological markedness in the explanation of L2 learning, the Markedness Differential Hypothesis (MDH) and the Structural Conformity Hypothesis (SCH) are explained. Fourth, in Universal Grammar, it is shown that L2 acquisition occurs on the basis of first language (L1) acquisition: L2 acquisition is a matter of setting the correct L2 parameters. The Language Acquisition Device (LAD) and L2 access to UG are explained. Finally, in Monitor Theory, it is suggested that comprehensible input is crucial for L2 acquisition and the five hypotheses of the theory are explained: (a) The Input Hypothesis, (b) The Learning-Acquisition Hypothesis, (c) The Monitor Hypothesis, (d) The Natural Order Hypothesis and (e) The Affective Filter Hypothesis.
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Fulmer, Russell. "Teaching Moral Philosophy in the Behavioral Sciences: An Efficacy Study." Journal of Educational and Developmental Psychology 8, no. 2 (June 15, 2018): 62. http://dx.doi.org/10.5539/jedp.v8n2p62.
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Normative ethics is the philosophical basis for the American Psychological Association’s (2010) Ethical Principles of Psychologists and Code of Conduct, the applied ethics by which the psychology profession is governed. Concerned with the theories that help to determine right and wrong, normative ethics is an indispensable yet ostensibly inaccessible realm of study for clinical psychologists. This article presents a comprehensible exercise that professors and supervisors versed in normative ethics can administer to students and clinicians in training to help them clarify and articulate their beliefs. Results are presented that support the efficacy of the exercise in terms of increased normative awareness, heightened self-knowledge, and broadened worldviews. Implications for the utility of the exercise in the clinical psychology and health fields at large are also discussed.
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Donesch-Jezo, Ewa. "The role of output and feedback in second language acquisition: a classroom-based study of grammar acquisition by adult English language learners." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 2 (June 17, 2011): 9–28. http://dx.doi.org/10.12697/jeful.2011.2.2.01.
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Second language acquisition (SLA) has been a concern of many teachers and researchers since the early 1960s. One of the issues related to SLA has been finding the techniques which effectively focus the learners’ attention on the target form. A number of theories and methods have been advocated for this purpose, ranging from implicit options to more explicit ones. Although each of the suggested methods has its own advantages, they have, so far, proved insufficient to get learners to be able to notice the gap between their own interlanguage forms and the target language forms. Swain (1995, 1998) has argued that a part from providing the learners with comprehensible input, comprehensible output also plays a beneficial role in L2 acquisition. By encouraging the learners to speak or write in the L2 and providing them with the opportunities to do so, the learners can notice that they are not able to say what they want to say in the target language. On the basis of Swain’s output hypothesis, we assumed that encouraging adult learners (university students) to produce target-like output would promote their achievement of the grammatical competence necessary for producing academic tests. The purpose of this article is to present the evidence from a class-room-based, small-scale study of the effect of output on learner acquisition of L2 modal verbs, adjectives and adverbs conveying the meanings of uncertainty, all of which are parts of speech that are important metadiscourse items. The results of the present study suggest that an approach in which students are encouraged to produce comprehensible output, combined with their being provided with learning reinforcement ensured by appropriate feedback, can be an effective source of establishing long-lasting grammatical accuracy in the students’ target language
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Arnþórsson, Haukur. "Þingstörf á Alþingi 1991-2015. Kyrrstaða í breyttu umhverfi." Veftímaritið Stjórnmál og stjórnsýsla 12, no. 2 (December 19, 2016): 517. http://dx.doi.org/10.13177/irpa.a.2016.12.2.16.
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This article examines selected aspects of Althingi’s operations over the last 24 years in light of theories on parliamentary affairs, the effect of the Internet on society and changes in Althingi’s internal and external environment. It shows that political struggles are stuck in a definite rut which undermines time management and the government’s agenda power. All main characteristics and measurable quantities of its work altered little. There are also indications that the quality of legislation is deficient. The opposition’s tactics have been to carve a negotiating position for cases with filibuster utilizing the parliament’s low level of organisation of case processing. This seems a cheap and irrelevant solution for an otherwise important matter. Modern demands have become outspoken, calling for careful methods, efficiency and discussion that is objective, concise and comprehensible.
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Sadeghi, Sahar, Hossein Pirnajmuddin, and Zahra Jannessari Ladani. "Reading Through Emotions: An Affective Narratolological Approach to Alice Munro's Short Stories." k@ta 23, no. 2 (December 20, 2021): 86–94. http://dx.doi.org/10.9744/kata.23.2.86-94.
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The emergence of fields of study like emotionology, affective narratology, and psychonarratology in recent decades evidences a dramatic rise in research done on the meaning and interpretation of emotions. Affective Narratology as one of the recent fields in emotion studies attempts to identify and account for the figuration of emotions in works of literature. Focusing on three basic emotions (shame, jealousy and love) figuring in Alice Munro’s selected short stories this paper probes the significance of emotional registers in the writer's depiction of daily life. Examined is the way the stories' sincere tone and their comprehensible, ordinary language, contribute to the emotional identification of readers with characters. Applying affective narratological theories, the objective is to show how emotions contribute to plot development and characterization in these stories. Central to the analysis is interpreting emotional moments experienced by characters, especially female characters
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Khan, Muhammad Asghar. "Capital Structure Theories: A Comprehensive Review." Revista Gestão Inovação e Tecnologias 11, no. 3 (June 30, 2021): 1562–74. http://dx.doi.org/10.47059/revistageintec.v11i3.2031.
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Chen, Wangheng, Jun Qi, and Pingting Hao. "On Chinese Aesthetics: Interpretative Encounter between Taoism and Confucianism." Culture and Dialogue 6, no. 1 (September 7, 2018): 61–76. http://dx.doi.org/10.1163/24683949-12340042.
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Abstract Chinese aesthetics mainly derives from Confucianism and Taoism. This essay attempts to revisit the main theories that run through Confucian and Taoist aesthetics in order to make them comprehensible within a broader global context. Aesthetics in Confucianism pertains to fields as various as literature, art, music and the natural environment. It holds the idea of ren 仁 (human-heartedness) as the essential attribute of beauty. In comparison, Taoist aesthetics emphasizes the centrality of tao 道 (way), which transpires through naturalness, and, as such, considers natural forms to offer the highest degree of beauty. In order to understand variations of representation and interpretation in Confucian and Taoist aesthetics, the essay discusses accordingly the three fundamentals of Chinese aesthetics: beauty, feeling of beauty, and artistic image. This comparative study will hopefully bring to light differences and similarities between two traditions, which may also resonate within the wider context of modern global aesthetics.
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Miller, Daniel. "Stone age or plastic age?" Archaeological Dialogues 14, no. 1 (April 4, 2007): 23–27. http://dx.doi.org/10.1017/s1380203807002152.
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Ingold starts his critique with a claim to find recent writing and talking about material culture essentially obscure and orientated to fashion. If one reads Ingold's own writing you will find plenty of references to philosophical figures such as Heidegger and to phenomenology. I find such writing often incomprehensible and obscure, and much of its contemporary use pretentious. I would hope a reader would find that my own recent books, on the cell phone (Horst and Miller 2006), materiality (Miller 2005) and the sari (Banerjee and Miller 2003), are written in just as straightforward a style as those of Ingold, which I much admire, both eschewing unnecessary jargon. Clearly we happen to find very different theories more or less congenial and comprehensible. But I do not think the implication of his opening remarks is a fair one, and I would hope that readers would judge this for themselves.
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Cro, Stelio. "The Contrasting Political Philosophies of More and Machiavelli." Moreana 47 (Number 181-, no. 3-4 (December 2010): 205–18. http://dx.doi.org/10.3366/more.2010.47.3-4.10.
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More and Machiavelli looked at the same reality from the perspective of their classical background. But for More as for Erasmus and other members of their circle, historical perception included the role of divine Providence in human affairs, capable of manifestations not always evident to human reason, but comprehensible from a Christian perspective. Erasmus’ Education of a Christian Prince and some of the discussions in Book One of Utopia are evidence of a view of Christian values in political matters. More and Machiavelli differed in their use of classical sources. To More, classicism meant a tradition of moral standards that could enhance a Christian education and a Christian governance. In modern political theories, whereas More has become a point of reference of a statesman’s action coherent with his religious beliefs, Machiavelli is a constant reminder of the need for moral and religious principles in order to avoid authoritarian and demagogic governments.
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Schmidt, Carolin E. "A Journey Through Time: From The Present Value To The Future Value And Back Or: Retirement Planning: A Comprehensible Application Of The Time Value Of Money Concept." American Journal of Business Education (AJBE) 9, no. 3 (June 30, 2016): 137–43. http://dx.doi.org/10.19030/ajbe.v9i3.9701.
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Real-life applications of financial concepts are a valuable method to get students engaged in financial topics. While especially non-finance majors often struggle to understand the importance of financial topics for their personal lives, applying these theories to real-life examples can significantly improve their learning experience and increase their understanding. This teaching case demonstrates how the time value of money concept can be applied to one’s private retirement planning. Because of its simple assumptions, the case is targeted at an audience with little financial knowledge and can be used in finance as well as in accounting classes.
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Kapusta, Małgorzata. "Serce Edmonda de Amicisa w tłumaczeniu Marii Konopnickiej – analiza wybranych fragmentów ." Poradnik Językowy, no. 2/2021(781) (February 27, 2021): 21–29. http://dx.doi.org/10.33896/porj.2021.2.2.
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The subject matter of this paper is the language and stylistics of selected fragments of „Serce” (“Heart”), a children’s novel by Edmondo de Amicisa in the 19th-century translation into Polish by Maria Konopnicka. With reference to selected translation theories, the conducted analysis covers the strategy adopted by the translator, that is one consisting in familiarising the Polish reader with foreign realities while preserving their originality and “foreignness” (i.e. the simultaneous “domestication” and “foreignisation”). This determines the faithfulness and up-to-dateness of her translation, re-editions of which have been published to this day as it is appreciated for its rich language and accurate rendition of the original style. Due to the similarity to her own writing technique, the translator appropriately refl ects the nature of the work, enriching it with elements of school jargon and colloquial language. Despite the presence of archaisms, Konopnicka’s language has remained comprehensible to the contemporary reader. Keywords: artistic language – language of translation – translation studies – Edmondo de Amicis
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Chu, Edward Y. W. "What is effective second language exposure and how does it relate to content-based instruction and language across the curriculum?" Journal of Second Language Studies 2, no. 1 (April 18, 2019): 93–118. http://dx.doi.org/10.1075/jsls.18002.chu.
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Abstract Second language acquisition cannot take place in the absence of exposure to input. However, despite extensive L2 instruction and/or learning content subjects in L2, many struggle to communicate adequately in their L2 in social and/or academic contexts. A clearer delineation of the concept of ‘exposure’, which requires a review of relevant language acquisition theories and findings, is needed. As such, substantial bodies of work in L2 acquisition by well-known language educators, namely Jim Cummins (‘BICS’ and ‘CALP’), Stephen Krashen (‘Comprehensible Input Hypothesis’), Michael Long (Interaction Hypothesis) and Merril Swain (Output Hypothesis) are reviewed. A review is also made of relevant neuroscience research. Two educational approaches, Content-based instruction (CBI) and Language across the curriculum (LAC), are discussed in relation to the insights obtained, with special reference to contexts influenced by Confucian heritage culture (CHC). To allow subject networking to take place, school managers/L2 policy makers need to actively revamp the curriculum.
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HALL, RICHARD L., and ALAN V. DEARDORFF. "Lobbying as Legislative Subsidy." American Political Science Review 100, no. 1 (February 2006): 69–84. http://dx.doi.org/10.1017/s0003055406062010.
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Professional lobbyists are among the most experienced, knowledgeable, and strategic actors one can find in the everyday practice of politics. Nonetheless, their behavioral patterns often appear anomalous when viewed in the light of existing theories. We revisit these anomalies in search of an alternative theory. We model lobbying not as exchange (vote buying) or persuasion (informative signaling) but as a form of legislative subsidy—a matching grant of policy information, political intelligence, and legislative labor to the enterprises of strategically selected legislators. The proximate political objective of this strategy is not to change legislators' minds but to assist natural allies in achieving their own, coincident objectives. The theory is simple in form, realistic in its principal assumptions, and counterintuitive in its main implications. Empirically, the model renders otherwise anomalous regularities comprehensible and predictable. In a later section, we briefly bring preferences back in, examining the important but relatively uncommon conditions under which preference-centered lobbying should occur.
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Lestari, Aa Nunu Aste, Rusdiawan Rusdiawan, and Sudirman Sudirman. "Kemampuan Guru Melaksanakan Pembelajaran Bahasa Indonesia Berbasis Kurikulum 2013 di SMPN 1 Pujut, Nusa Tenggara Barat." LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya 16, no. 2 (August 9, 2019): 207–18. http://dx.doi.org/10.30957/lingua.v16i2.603.
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In this study, we address two purposes: to see the appropriateness between the lesson plan and comprehensible aspects of the 2013 Curriculum components, and appropriateness between teaching preparation made by teachers and the K-13 contents. This study employed qualitative approached applying observation and questionnaire to collect data. Analysis was based upon Miles and Huberman (1994) theories on data collection, data reduction, data display, verification and cioncklusion drawing. Results show that the suitability between completeness of the components lesson plan with Curriculum 2013 is very less appropriate and the percentage suitability between learning process with teacher’s lesson plan 54.34% indicates low appropriateness. Completeness and components of lesson plan are low in seven aspects: indicator formulation, learning objectives, material development, teaching method plan, selection of media and learning resources, plan of teaching stages, and assessment and evaluation process. In addition, the appropriateness of learning process and plan in the lesson plan is perceived in different way dependent in teacher role and context when teaching in the classroom.
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Petryński, Wacław. "A SCIENTIFIC EVENING WITH N.A. BERNSTEIN, R.M. YERKES, J.D. DODSON AND D.O. HEBB." Journal of Kinesiology and Exercise Sciences 27, no. 79 (October 31, 2017): 13–23. http://dx.doi.org/10.5604/01.3001.0012.1439.
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Author compares various models of relation between stress and efficiency of a motor operation, described with the Inverted-U Principle (IUP), Multidimensional Theory of Anxiety (MTA) and Catastrophe Model of Anxiety (CMA). He presents the “classical” theory, invented by R.M. Yerkes and J.D. Dodson in 1908, and modified significantly by D.O. Hebb in 1955. The latter is commonly known as the Inverted-U Principle (IUP). Author focuses his analyses on two factors determining the efficiency of a motor operation: cognitive factor (depth of information processing) and temporal factor (speed of information processing). Stress, of multimodal nature, may either stimulate, or deteriorate the efficiency of a motor operation just being performed. One of the possible descriptions of the structure of a motor operation bases on the theory invented by N.A. Bernstein (Brain Skyscraper – BS). Its continuation enabled creation of two other scientific models, the Modalities’ Ladder (ML) and the Movements’ Management Matrix (MMM). They make a specific perspective enabling joining the theories concerning stress-efficiency relation. This perspective unveils two mechanisms of efficiency deterioration: hypervigilance and hypovigilance, and, consequently, their different products: mistake, proper execution, choking and collapse. Finally, author remarks that the already long known theories may still include great resources of scientific explainability, and that the main task of science is not absolutely true mirroring of reality, but creation of its simplified models. They should be comprehensible enough to be useful in practice. This concerns also the issues of rather complex relation between stress and efficiency in a motor operation.
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Antonic, Thomas. "Genius and Genitality: William S. Burroughs Reading Wilhelm Reich." Humanities 8, no. 2 (May 21, 2019): 101. http://dx.doi.org/10.3390/h8020101.
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This article explores the impact of Wilhelm Reich’s theories and writings on the works and thinking of William S. Burroughs. Reich’s significance for Burroughs’ fiction is beyond doubt, as the appearance of Reich’s discoveries and inventions, such as orgones and orgone accumulators, in Burroughs’ major works demonstrates. Yet to date, no attempt has been made in academia to make all those references to Reich in Burroughs’ complete œuvre visible. In order to make the thinking of the Austrian-American psychoanalyst and scientist comprehensible for readers not familiar with Reich, the first section will provide a brief biographical outline. In the subsequent sections, the article will describe how Burroughs and other Beat writers discovered Reich, how and to what extent Burroughs incorporated Reich in his texts throughout his career and what opinions Burroughs expressed about Reich in interviews and letters. For the first time, with a summary as undertaken in this article and by documenting most of the references to Reich in Burroughs’ work, the importance of the former to the latter is revealed in a compact form.
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Munandar, Imam. "THE REALIZATION OF MORPHOSYNTAX, PRAGMATICS, PHONOLOGY, AND LEXICON IN VIVIAN’S CONTEXT OF ENGLISH LANGUAGE TEACHING." Jurnal As-Salam 3, no. 2 (August 31, 2019): 1–8. http://dx.doi.org/10.37249/as-salam.v3i2.126.
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This research has found that he language and language learning theories in Vivian’s classroom follow the communicative and cognitive/ interactionism approach. Vocabulary, pronunciation, morpho-syntax and pragmatics were learnt interactively in the classroom. Cognitive theory crucially considers learning language as a process, and interactionism views language as acquired when learners are involved in interaction. These approaches are finely exemplified in the classroom activities. Interactionist centralizes the role of input, interaction and output. Input and interaction are modified to make it comprehensible for the students. Noticing is central to input to be uptake. In Vivian’s classroom, opportunity for output is provided for the students to exercise their emergent language. Furthermore, feedback is given to indicate learners’ incorrect forms of the language, leading them to notice the form of language they need to work on. Knowing a word involves the identification of form, meaning, and use. In lexicon learning, it is important for teachers to the build semantic fields of the words. Attaining this, as Vivian showed, it is helpful to provide input with visual aids to enhance learners’ conceptualization of a particular word.
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Flach, Peter. "Logic for Learning: Learning Comprehensible Theories from Structured Data by John W. Lloyd, Springer-Verlag, 2003, hard cover: ISBN 3-540-42027-4, x + 256 pages." Theory and Practice of Logic Programming 4, no. 5-6 (August 12, 2004): 753–55. http://dx.doi.org/10.1017/s1471068404212182.
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Zastavni, Denis. "Robert Maillart’s Innovative Use of Concrete." Bridges and Infrastructures, no. 45 (2011): 12–21. http://dx.doi.org/10.52200/45.a.c9uki0f3.
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Robert Maillart’s innovative views concerning the use of concrete come within the scope of the history of structures, structural materials and concrete as a material of structure. It will even lead us far beyond these issues. At the end, the point of view expressed in this article will be the view of a structural designer. When preparing this reflection, I realise that there is no straightforward answer to the question: “What is in fact Maillart’s real innovation considering all the contributions he made to the art of engineering?” Putting forward the different aspects mentioned above as an introduction seems to be a more relevant way to find a contemporary answer taking time and context into account. Consequently the first part of this text is a general presentation of Maillart’s works. Following we will make a detour to make what I, and many others, consider to be the most revolutionary aspects of Maillart’s practice fully comprehensible. So starting from the historical development of reinforced concrete as a structural material, we will move to the contemporary context to figure out how the intrinsic structural complexity of concrete is managed today. We will see that some difficulties emerge from the behaviour of concrete in relation to the classic theories of mechanics. If some Modern theories find an answer to the problem, it will become obvious that Maillart had already found a convincing way of dealing with these difficulties. We will then return to Maillart’s works to answer the question through the status he was to give concrete when it came to structural design and the methods he used to achieve his objectives. I hope this will lead us to consider Maillart’s approach as one of the most visionary ever devised.
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Sanzhenakov, Alexander. "Stoic Theory of Action and Sceptical Objections Against It." Philosophy. Journal of the Higher School of Economics VI, no. 2 (March 31, 2022): 209–37. http://dx.doi.org/10.17323/2587-8719-2022-2-209-237.
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The article considers the Stoic theory of action and its critique by Sceptics. The Stoics believed that the agent is autonomous due to his ability to give the assent to a representation. The theory of action is interwoven with the theory of knowledge in the assent-giving since the assent can be given to both value-neutral and value-loaded statements. It is thus appropriate to ask whether an adequate theoretical comprehension is required for performing a morally correct action, or is a correct practical comprehension sufficient? Sceptics actively criticized all parts of Stoic philosophy and often turned to the concept of “comprehensible representation”, dialectically arguing that such a thing does not exist. Revealing the deficiencies of Stoic views (which can be applied to other dogmatic theories), sceptics pointed out epistemic and moral flaws of the seemingly immaculate Stoic sage. A possible answer of the Stoics would be to distinguish between the practical and theoretical aspects of the comprehensible representation. Using the example of the assent given to a false representation, it is suggested that an error in the theoretical assent does not necessarily imply an error in the practical assent. In reaction to the Stoics' critique, Sceptics developed not only a non-dogmatic way of argumentation but also their model of action. Moreover, Sceptics should defend themselves from the apraxia charge. The charge, in general, argues that the Sceptic cannot be active because s/he would not give the assent to any representation. However, it is argued that having the ataraxia state does not imply a plant or animal-like life or the total quietism since it leaves room open for an undogmatic action, the action which avoids truth-valued statements or the assent to a representation. The discussion had the consequence that the Stoics loosened the connection between epistemology and ethics. In contrast, Sceptics had to develop a model of sceptical action, according to which one can act and live without adherence to beliefs.
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Takovski, Aleksandar. "From joker to the butt and back." Constructing and Negotiating Identity in Dialogue 5, no. 1 (June 23, 2015): 128–51. http://dx.doi.org/10.1075/ld.5.1.07tak.
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Ethnic humour research has mostly conceived and studied ethnic humour as a humour that sets boundaries between jokers and joke targets and that ridicules the targeted ethnicities by assigning them (non) ethnic, universal qualities like stupidity, cunningness or asexuality. By relying on such universal categories this approach has not produced a satisfactory account of how humour can function as a mode of expressing, negotiating and even questioning ethnic identity. This can be accomplished by considering ethnically specific joke texts and focusing on the discourse of the joke target and his response to joking, rather than the joke text itself. To validate the claim, the study will first draws on theories of ethnic and national identity as to establish a workable understanding of ethnic identity constituents to be able to recognize and discuss their emergence in the material selected. It will then examine how and to what success the question of ethnic identity enactment through humour has been dealt by the ethnic humour theory and by some newer studies of the identity humour relation. After which, I will present the research carried out towards testing the hypothesis that is the discourse of the joke target that provides a more comprehensible insight into the question of ethnic identity display through humour. For this purpose, a corpus of little over than two hundred ethnic jokes coming from several Balkan countries was collected and two questionnaires were conducted in the neighbouring countries of Macedonia and Bulgaria.
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Urrohimah, Aulia, and Ista Maharsi. "An Observational Study of Teacher’s Gestures in EFL Classroom." Tell : Teaching of English Language and Literature Journal 10, no. 2 (September 30, 2022): 84. http://dx.doi.org/10.30651/tell.v10i2.13231.
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Verbal utterances and nonverbal utterances are acknowledged to be semantically and pragmatically coexpressive. Previous theories reveal that gestures are useful for teacher’s conceptual planning of messages and student’s comprehension and learning motivation. This study is carried out using an observational study and aimed to give insight into the use of gestures by EFL teacher during the teaching in the language classroom. An Islamic senior high school EFL teacher with a bilingual classroom become the participant of this study. A video recording is put on the back of the classroom aimed to capture the teacher’s gestures and the teacher and the students’ interaction, an audio recording is placed on the teacher’s front table, and the researcher is on the corner of the classroom to observe the teaching process synchronously. The data collected were transcribed then analysed using AS-Unit for recognizing the English utterances and the categorization of gestures was adopted from Wang and Loewen (2016). The finding elaboratively describes the use of gestures (i.e., iconics, metaphorics, deictics, beats, head movements, affect displays, kinetographs, and emblems) produced by the teacher in her classroom utterances. The finding shows that the gestures take a big part in supporting the teacher as speaker in teacher’s complex lexical retrieval. Also, the visual of the use gestures is provided. Therefore, the result of this study serves as a teaching reflection and can be employed as a model to provide language learning comprehensible input in the language classroom.
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Andrew, Alex M. "LOGIC FOR LEARNING: LEARNING COMPREHENSIBLE THEORIES FROM STRUCTURED DATA, by J. W. Lloyd, Springer, Berlin, 2003, ISBN 3-540-42027-4, x + 256 pp. Cognitive Technologies series, ISSN 1611-2482 (Hbk, £29.50)." Robotica 22, no. 5 (August 19, 2004): 588. http://dx.doi.org/10.1017/s0263574704230946.
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Skillicorn, David B., Christian Leuprecht, and Conrad Winn. "Homegrown Islamist Radicalization in Canada: Process Insights from an Attitudinal Survey." Canadian Journal of Political Science 45, no. 4 (December 2012): 929–56. http://dx.doi.org/10.1017/s0008423912001023.
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Abstract.Theories of radicalization make implicit predictions about variation among attitudes in the communities from which radicals are drawn. This article subjects some popular theories to empirical testing. The precise process by which individuals come to sympathize with, provide material support for or actually engage in political violence is fully comprehensible only by longitudinal analysis, but much existing work tries to reconstruct the process by looking only at one part of its outcomes: those who have become radicalized. The result is a large number of theories and mechanisms, with little compelling empirical support. A cross-sectional snapshot of an at-risk community cannot definitively support a particular theory of radicalization, but it can rule out those whose predictions about attitudes are at variance with the empirical observations. We designed a survey instrument to measure attitudes to issues widely believed to be relevant to radicalization and deployed it among Muslim communities in Ottawa. The results are remarkably inconsistent with patterns of variation in attitudes predicted by popular theories of radicalization. Instead, they show variation of attitudes along three independent dimensions: social/economic/political satisfaction/dissatisfaction, moral/religious satisfacton/dissatisfaction, and a dimension that appears to be associated with radicalization. This suggests that governments may have less policy leverage to mitigate radicalization than generally supposed.Résumé.Les théories de la radicalisation font des prévisions implicites quant à la variation parmi les attitudes au sein des communautés dont les radicaux sont issus. Cet article soumet quelques unes des théories populaires à une vérification empirique. Le processus précis par lequel des individus sympathisent avec, appuient ou s'engagent dans la violence politique ne peut être complètement saisi que par une analyse longitudinale, bien qu'une bonne partie de la recherche à date essaie de reconstruire le processus en regardant seulement une partie de ces résultats : ceux qui sont devenus radicalisés. En conséquence, un grand nombre de théories et de mécanismes sont soutenus par peu de preuve empirique. Un aperçu transversal d'une communauté à risque ne peut pas confirmer une théorie particulière de radicalisation, mais il peut éliminer celles dont les prévisions ne se conforment pas aux observations empiriques. Nous avons conçu un instrument de sondage pour mesurer des attitudes envers des enjeux qui sont largement perçus comme se rapportant à la radicalisation et nous l'avons administré au sein de communautés musulmanes à Ottawa. Le désaccord entre les résultats et les variations des attitudes postulées par les théories de la radicalisation est remarquable. Les résultats manifestent davantage une variation des attitudes autour de trois dimensions indépendantes : l'in/satisfaction sociale/économique/politique, l'in/satisfaction morale/religieuse ainsi qu'une dimension qui semble être liée à la radicalisation. Il s'ensuit que les politiques publiques risquent d'être moins utiles aux gouvernements pour atténuer la radicalisation que ce qui est généralement supposé.
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Ashcraft, Nikki. "Overcoming Language Barriers in Content-Area Instruction." Learning and Teaching in Higher Education: Gulf Perspectives 3, no. 1 (June 1, 2006): 20–30. http://dx.doi.org/10.18538/lthe.v3.n1.03.
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As new English-medium universities open their doors in the Arabian Gulf andsome Arabic-medium universities switch to using English as the language ofinstruction, instructors in all disciplines face the challenge of teaching theircourses in English to students who have learned (and who are continuing tolearn) English as a foreign language. This article reviews theories and practicesfrom the field of Applied Linguistics and Teaching English as a SecondLanguage (TESOL) which can help content-area instructors understand andreach these learners. Second language acquisition research has produced several concepts ofinterest to content-area instructors. Krashen’s theory of comprehensible inputfocuses on the language used by the instructor, while Swain’s of comprehensibleoutput emphasizes providing opportunities for students to produce language. Cummins differentiates between two types of language proficiency: BasicInterpersonal Communication Skills (BICS), which are needed for dailyinteractions, and Cognitive Academic Language Proficiency (CALP), which isrequired for academic tasks. Interlanguage and first language interference mayalso influence students’ second language production in classroom settings. Specific classroom practices for improving students’ language comprehensionand facilitating content learning are recommended. These include modifyingspeech, using visual aids, utilizing a variety of questioning techniques, andextending the time instructors wait for students to respond. Instructors canemploy strategies, such as mind-mapping and quickwriting, to activate students’linguistic and conceptual schemata at the beginning of a lesson. Scaffoldingprovides structure and support for students to complete tasks until they are ableto realize them on their own. Collaborative/cooperative learning lowers students’affective filters and offers opportunities for participation and language practice. Graphics illustrate some of the suggested practices.
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Chalkey, Katherine, and Martin Green. "In the context of mediation, is safeguarding mediator neutrality and party autonomy more important than ensuring a fair settlement?" International Journal of Law in the Built Environment 8, no. 2 (July 11, 2016): 161–75. http://dx.doi.org/10.1108/ijlbe-10-2015-0016.
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Purpose This paper aims to explore the appropriate role and approach of mediators and investigate whether mediator neutrality and party autonomy should prevail over mediators’ obligations to remain neutral where non-intervention would result in unfair settlements. Design/methodology/approach The paper arises from polarising and paradoxical opinions of the legitimacy of mediator intervention. This paper relies upon theories proposed in peer-reviewed journals, together with secondary data. Findings Mediator neutrality has no consistent or comprehensible meaning and is not capable of coherent application. Requirements for mediator neutrality encourage covert influencing tactics by mediators which itself threatens party autonomy. Mediator intervention ensures ethical and moral implementation of justice, removal of epistemological implications of subjective fairness and compensation for lack of pure procedural justice in the mediation process. Party autonomy requires mediators to intervene ensuring parties adequately informed of the law and equal balance of power. Research limitations/implications Peer-reviewed journals and secondary data give meaningful insight into perceptions, opinions and beliefs concerning mediator neutrality, party autonomy and fair outcomes. These data comprised unstructured-interviews and questionnaires containing “open-ended” questions. Practical implications Mediator neutrality and party autonomy are less important than fair settlements. Social implications Mediator neutrality should be given a contextual meaning; mediation should be more transparent affording the parties opportunity to select a particular type of mediator; transformative and narrative approaches to mediation should be further developed. Originality/value This paper exposes the myth of mediator neutrality – a popular concept demanded by and anticipated by the parties but which is practically impossible to deliver. It also shows the need for mediator intervention to ensure a fair outcome.
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Beirman, David. "Collaborative approaches to government travel advisories in Australia between Australia’s travel industry leadership and the Australian Department of Foreign Affairs and Trade, 2003–2017." Journal of Vacation Marketing 25, no. 1 (February 27, 2018): 71–87. http://dx.doi.org/10.1177/1356766718757271.
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The October 2002 Bali bombing was a catalyst for the Australian Department of Foreign Affairs and Trade (DFAT) to radically alter its approach to the content and dissemination of Australian government travel advisories. Integral to DFAT’s post-Bali strategy was its decision to seek the collaborative support of the Australian outbound travel industry leadership to broaden dissemination of travel advisories to outbound Australian travellers. Although initial contacts between DFAT and the Australian travel industry leaders in early 2003 were contentious, subsequent negotiations resulted in the world’s first signed agreement between a foreign ministry and a national travel industry leadership in June 2003. The initial agreement, the Charter for Safe Travel involved the Australian travel industry’s commitment to disseminate DFAT travel advisories in exchange for a viable consultative role in their content. Australia’s collaborative model was adopted in the UK from 2004, in Canada from 2005 and New Zealand since 2016. Globally, consultation between national travel industry leaders and national foreign ministries is rare, despite the support of the United Nations World Tourism Organization, the World Travel and Tourism Council and the Pacific Asia Travel Association. Through participant observation research, in the context of collaboration and stakeholder theories, this article discusses the evolution of a consultative relationship between DFAT and the Australian outbound travel industry leadership and other relevant stakeholders between 2003 and 2017. The observations made in this study reveal that collaborative consultation has achieved positive changes to travel advisories which feature regionally specific, timely and comprehensible content. These qualitative enhancements have been complemented by enhanced dissemination of Australian government travel advisories. Australia’s Consular Consultative Group serves as a working model for similar collaboration, in the interests of global tourism safety.
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Barich, Ann Westcot. "A Comprehensive Manual of Counseling Theories." Contemporary Psychology: A Journal of Reviews 42, no. 1 (January 1997): 31–32. http://dx.doi.org/10.1037/000010.
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Mncube, Dumisani W., Rachel Gugu Mkhasibe, and Oluwatoyin Ayodele Ajani. "Teaching in English across the Curriculum: A Lived Experiences of the Novice Teachers in A Selected Rural Fet Schools in South Africa." International Journal of Higher Education 10, no. 6 (June 11, 2021): 72. http://dx.doi.org/10.5430/ijhe.v10n6p72.
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Novice teachers’ use of English as the medium of instruction in curriculum delivery across all subjects in rural South African schools is the focus of this study. The duration of their entry into the profession as Post Graduate Certificate in Education holders is short and does not capacitate them enough, thus, making them weak and inexperienced, with a high degree of professionalism, especially at the commencement of their careers. This study investigates the lived experiences of selected novice rural teachers on the tasks of teaching in English across all subjects in the rural schools. Fifteen participants from 15 high schools were purposively selected from 15 different rural high schools from King Cetshwayo District, KwaZulu-Natal province in South Africa. The participants were engaged in a focus group discussion as well as classroom observations of these teachers for data collection. Data analysis for this qualitative study was thematically analysed to generate themes for the presentation and discussion of findings. Theories of the Skills Acquisition Theory (SAT) and the Second Language (L2) Comprehensible Input through Teacher Talk Theory (CITTT) were adopted as theoretical frameworks to underpin the phenomenon. Various novice teachers find it difficult to teach across all subjects, using English as the medium of instruction in many rural schools in South Africa. Findings indicated that the educational backgrounds of learners hinder teachers’ use of English to teach them meaningfully. As observed during various classroom observations, teachers also found it convenient to use indigenous languages to deliver lesson content or communicate to these learners in the classrooms during lessons. Findings also revealed that some teachers struggled to express themselves in English due to their educational backgrounds as well. The study, therefore, recommends that teachers during their pre-service education should be well-groomed in English and this should be promoted during their teaching practice in both rural and urban. Various teacher education institutions should be encouraged to deliver curriculum contents/modules to the pre-service teachers in English across all modules.
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Collier, Shartriya, Betty Burston, and Aarika Rhodes. "Teaching STEM as a second language." Journal for Multicultural Education 10, no. 3 (August 8, 2016): 257–73. http://dx.doi.org/10.1108/jme-01-2016-0013.
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Purpose A review of current initiatives to increase science, technology, engineering and mathematics (STEM) achievement among American youth and young adults reveals the presence of “IQism”. That is, whether such interventions are directed toward low-income minorities and/or the disproportionate number of higher-income youth who have selected liberal arts majors over an STEM major, the country has reserved STEM as a field for “the best and the brightest”. Utilizing the Theory of Multiple Intelligences, this article argues that STEM content is accessible to all students including those whose first language is informal rather than formal English. Based upon these premises, this conceptual paper aims to introduce the framework of Teaching STEM as a Second Language as a strategy for elevating STEM achievement among students who would otherwise be excluded from the STEM movement. Design/methodology/approach This paper utilizes a review of both classic and current literature on second language acquisition to identify strategies that can be adopted by STEM instructors to increase STEM achievement among youth and young adults who are viewed as “average” and/or “below-average” academic performers. Findings Using quotes that confirm the thesis that STEM subject matter has been historically viewed as the domain of those whose cognitive skills place them among the “best and the brightest”, the second language acquisition (SLA) strategy of “scaffolding” is introduced as a pedagogy for producing “comprehensible output” when STEM content is taught to students whose first language is informal English. Constructivism, a concept currently used to guide the teaching of STEM contents is introduced as a framework that merges best practices in STEM and SLA. Using Cummins’ (1991) Common Underlying Proficiency Model, other strategies are also proposed for exporting SLA pedagogies and approaches to elevate equity in the quest to improve STEM achievement levels among youth and adults in the USA. Originality/value SLA theories and concepts have not been applied as a potential tool for teaching STEM. This is a unique and powerful lens that can be used to more effectively support the needs of underrepresented populations.
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Zhang, He, Linjie Yao, Liwei Quan, and Xianglong Zheng. "Theories for triboelectric nanogenerators: A comprehensive review." Nanotechnology Reviews 9, no. 1 (July 22, 2020): 610–25. http://dx.doi.org/10.1515/ntrev-2020-0049.
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AbstractTriboelectric nanogenerators (TENGs) have attracted much attention as energy harvesting and sensor devices. Compared with experimental means, theoretical analysis is of low cost and time-saving for behavior prediction and structural optimization and is more powerful for understanding the working mechanism of TENGs. In this article, the theoretical system for performance simulation of TENGs has been reviewed systematically. The parallel-plate capacitor model, the distance-dependent electric field (DDEF) model, figures of merit (FOMs), and multi-parameter analysis are introduced. The parallel-plate capacitor model is the most fundamental model of TENGs, which is used to simulate the output of TENGs with planar configurations. For non-planar TENGs, the DDEF model is proposed, according to which the electric field is assumed to be distance-dependent rather than being uniform throughout the space. Further, to realize the standardization of TENGs, a series of FOMs are proposed as the standardized evaluation tools for TENGs’ output performance, which are used to reflect the influence of device parameters on the output from different aspects. Lastly, the multi-parameter analysis is introduced to consider the impact of multiple parameters on the output of TENGs simultaneously. These theories constitute the theoretical simulation system of TENGs, which could be used to guide the experimental work on TENGs and boost device optimization in commercial manufacturing.
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Bekmurodova Adhamovna, Go’zal. "Banking Competition and Stability: Comprehensive Literature Review." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 2, no. 6 (2014): 26–33. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.26.1002.
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The main aim of this paper is to define and propose the determining variables of banking competition by reviewing the literature on bank competition. Extensive review of the literature led to the identification of main variables that can be used to measure banking competition. They include market structure variables, contestability variables; inter industry variables, institutional variables and macro-economic condition variables. The exploration of these important variables began by reviewing and analysing two main schools of thought on bank competition. They include competition fragility and competition stability theories. The analysis of schools of though is followed by measures of competition such as HHI, Lerner index, Boone indicator and Z-score. The implications of this study are targeted for bank executives and government officials who are mainly concerned with improving the social well-fare of stakeholders.
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Hirsch, Irwin. "Object Relations Theories and Psychopathology: a Comprehensive Text." Journal of the American Psychoanalytic Association 44, no. 4 (August 1996): 1257–61. http://dx.doi.org/10.1177/000306519604400415.
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Nguyen, Ngoc, and Edyta Rudawska. "Integrated Cultural Theories on Mobile Marketing Acceptance: Literature Review." Central European Management Journal 30, no. 3 (September 15, 2022): 112–35. http://dx.doi.org/10.7206/cemj.2658-0845.84.
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Purpose: This article investigates trends in studies on the impact of cultural factors on mobile marketing acceptance. To that end, the article provides a literature review of technology acceptance models and cultural models used in research on mobile marketing. Design/method/approach: This study used qualitative methods to assess the situation of studying cultural factors in the context of mobile marketing acceptance. Various bibliographic sources were consulted, mainly from publications specializing in mobile marketing and cultural theories. These queries were primarily performed through Scopus, one of the main databases of indexed publications related to this topic. Findings: In the field of mobile marketing, interest in the impact of cultural factors on consumer behavior has steadily increased over the past decade. Furthermore, the research showed the role and impact of each cultural dimension on mobile marketing acceptance. Cultural differences lead to differences in consumer behavior toward mobile marketing. Originality/Value: This overview provides a comprehensive discussion and appraisal of cultural theories, a review of technology acceptance theories, and an analysis of previous cross-cultural studies on technology adoption.
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Schneider, Carl E., and Mark A. Hall. "The Patient Life: Can Consumers Direct Health Care?" American Journal of Law & Medicine 35, no. 1 (March 2009): 7–65. http://dx.doi.org/10.1177/009885880903500101.
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AbstractThe ultimate aim of health care policy is good care at good prices. Managed care failed to achieve this goal through influencing providers, so health policy has turned to the only market-based option left: treating patients like consumers. Health insurance and tax policy now pressure patients to spend their own money when they select health plans, providers, and treatments. Expecting patients to choose what they need at the price they want, consumerists believe that market competition will constrain costs while optimizing quality. This classic form of consumerism is today's health policy watchword.This article evaluates consumerism and the regulatory mechanism of which it is essentially an example — legally mandated disclosure of information. We do so by assessing the crucial assumptions about human nature on which consumerism and mandated disclosure depend. Consumerism operates in a variety of contexts in a variety of ways with a variety of aims. To assess so protean a thing, we ask what a patient's life would really be like in a consumerist world The literature abounds in theories about how medical consumers should behave. We look for empirical evidence about how real people actually buy health plans, choose providers, and select treatments.We conclude that consumerism, and thus mandated disclosure generally, are unlikely to accomplish the goals imagined for them. Consumerism's prerequisites are too many and too demanding. First, consumers must have choices that include the coverage, care-takers, and care they want. Second, reliable information about those choices must be available. Third, information must be put before consumers, especially by doctors. Fourth, consumers must receive the information. Fifth, the information must be complete and comprehensible enough for consumers to use it. Sixth, consumers must understand what they are told. Seventh, consumers must be willing to analyze the information. Eighth, consumers must actually analyze the information and do so well enough to make good choices.Our review of the empirical evidence concludes that these prerequisites cannot be met reliably most of the time. At every stage people encounter daunting hurdles. Like so many other dreams of controlling costs and giving patients control, consumerism is doomed to disappoint. This does not mean that consumerist tools should never be used. It means they should not be used unadvisedly or lightly, but discreetly, advisedly, soberly, and in the fear of error.
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Alharbi, Omran, Yousef Alshammari, and Awatif AlMutairi. "Review Theories of E-Learning." Advances in Social Sciences Research Journal 9, no. 2 (March 8, 2022): 428–34. http://dx.doi.org/10.14738/assrj.92.11499.
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There are several theories, which can be adopted and integrated to investigate the adoption of technology from learners and instructors’ perceptions in education environment. However, little of research were conducted to provide a comprehensive review of these theories. This study will present a comprehensive review of the essential theories such as Theory of Reasoned Action (TRA), Theory of Planned Behaviour (TPB), Social Cognitive Theory (SCT), Diffusion of Innovations Theory (DIT), Motivational Model (MM) ,Model of Personal Computing Utilization (MPCU) ,Unified Theory of Acceptance and Use of Technology (UTAUT) Model Technology Acceptance Model (TAM). Also, this paper attempt to provide some justifications about why the TAM model has used in research more than others theories.
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Tsai, Hsing-chien. "A Comprehensive Picture of the Decidability of Mereological Theories." Studia Logica 101, no. 5 (June 28, 2012): 987–1012. http://dx.doi.org/10.1007/s11225-012-9405-z.
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Simon, John Charles. "Essential attributes of a comprehensive theory of laughter." European Journal of Humour Research 8, no. 1 (April 23, 2020): 45. http://dx.doi.org/10.7592/ejhr2020.8.1.simon.
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In principle, humour studies would be significantly enhanced by a comprehensive understanding of laughter and amusement. Members of various scientific disciplines, however, often approach laughter from distinct, rather narrow, experimental or observational paradigms, and rarely make direct challenges to broader theories that are generaly accepted as incomplete, but also difficult to falsify. Evaluating, comparing, and ranking such theories is possible, however, using the concept of explanatory scope. To better establish the range of questions a comprehensive theory of laughter must resolve, I reviewed 525 peer-reviewed journal articles and recorded a total of 852 topics addressed by the authors. These were categorized into 29 themes. The list provided should allow scholars to more effectively assess the strengths and weaknesses of existing laughter theories and help guide future endeavours to more fully understand this important behavior.
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Momani, Alaa M., Mamoun M. Jamous, and Shadi M. S. Hilles. "Technology Acceptance Theories." International Journal of Cyber Behavior, Psychology and Learning 7, no. 2 (April 2017): 1–14. http://dx.doi.org/10.4018/ijcbpl.2017040101.
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Studying the acceptance and usage of technologies has become one of the most significant fields in software engineering domain. In order to explain the individuals' usage behavior towards technologies, many theories and models have been proposed over the years. This research paper focuses on reviewing a group of ten technology acceptance theories and models by studying their structure, evolution stages, and their strengths and weaknesses points. These theories were analyzed and classified into two main types depending on their development method and scientific field which they were developed in. This study reveals that these theories are almost similar in their structure, but different in explaining the behavioral intentions of technology. It considers that the best theory should be comprehensive and less complexity according to the number of the constructs and moderators which represent their structure. This will make the theory more understandable and applicable especially for studying the acceptance behavior for any new technology.
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Lord, Robert G., Olga Epitropaki, Roseanne J. Foti, and Tiffany Keller Hansbrough. "Implicit Leadership Theories, Implicit Followership Theories, and Dynamic Processing of Leadership Information." Annual Review of Organizational Psychology and Organizational Behavior 7, no. 1 (January 21, 2020): 49–74. http://dx.doi.org/10.1146/annurev-orgpsych-012119-045434.
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We offer a comprehensive review of the theoretical underpinnings and existing empirical evidence in the implicit leadership and implicit followership theories domain. After briefly touching on the historical roots of information-processing approaches to leadership and leader categorization theory, we focus on current contextualized and dynamic perspectives. We specifically present neural network approaches and adaptive resonance processes that guide leadership perceptions. We further address measurement issues, emerging areas of study such as implicit leadership theories, and identity and cross-cultural issues. We offer specific avenues for future research in the form of a systematic list of unanswered research questions and further outline leadership development implications.
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Shahaf, Goded. "A Theoretical Comprehensive Framework for the Process of Theories Formation." Computational Intelligence and Neuroscience 2021 (November 28, 2021): 1–21. http://dx.doi.org/10.1155/2021/5074913.
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Scientists rely more and more upon computerized data mining and artificial intelligence to analyze data sets and identify association rules, which serve as the basis of evolving theories. This tendency is likely to expand, and computerized intelligence is likely to take a leading role in scientific theorizing. While the ever-advancing technology could be of great benefit, scientists with expertise in many research fields do not necessarily understand thoroughly enough the various assumptions, which underlie different data mining methods and which pose significant limitations on the association rules that could be identified in the first place. There seems to be a need for a comprehensive framework, which should present the various possible technological aids in the context of our neurocognitive process of theorizing and identifying association rules. Such a framework can be hopefully used to understand, identify, and overcome the limitations of the currently fragmented processes of technology-based theorizing and the formation of association rules in any research field. In order to meet this end, we divide theorizing into underlying neurocognitive components, describe their current technological expansions and limitations, and offer a possible comprehensive computational framework for each such component and their combination.