Journal articles on the topic 'Key Contexts'
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Brown, Helen, David Butler, and Mari Riess Jones. "Musical and Temporal Influences on Key Discovery." Music Perception 11, no. 4 (1994): 371–407. http://dx.doi.org/10.2307/40285632.
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The intervallic rivalry model of key identification is outlined and evaluated in two experiments that use a completion judgment task. Experiment 1 replicates an earlier experiment by Cuddy and Badertscher (1987), in which the rare-interval hypothesis of the intervallic rivalry model was considered. In the present study, listeners with different levels of musical training rated probe tones in the context of three different melodic patterns: arpeggiated major triads, ascending major scales, and arpeggiated diminished triads. Results of Experiment 1 indicated that in both the C major triadic and the C major scalar contexts, listeners gave higher completion ratings to all three probes that were members of the presented C major triad than to the other probes, with the exception of F, thereby producing a jagged (multipeaked) profile. For the diminished triadic context, listeners rated the single probe C, that which corresponds to the tonal center in major mode for that group of three tones, as the best completion. Experiment 2 tested the temporal-order hypothesis of the intervallic rivalry model by reordering tones in all three contexts. Again jagged tone profiles appeared with major triadic and major scalar contexts, although in the former the tone F, a perfect fifth below the root of the presented C major triad, received the best completion rating. A single-peaked function appeared with probes in the diminished triadic context, where the major-mode tonic garnered the highest rating found in all conditions of both experiments. Data are interpreted as support for both the rare-interval hypothesis and the temporal-order hypothesis derived from the intervallic rivalry model of key discovery. Complementary findings consistent with the tonal hierarchy model are also discussed.
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Cerna, Stefanny Colonia, Doris Fuster-Guillén, Angélica Sánchez Castro, Hugo Wálter Maldonado Leyva, and Teodoro Víctor Cabezas Ramírez. "Scientific literacy: a key part of school contexts." Revista Tempos e Espaços em Educação 14, no. 33 (May 1, 2021): e15611. http://dx.doi.org/10.20952/revtee.v14i33.15611.
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The work conducted a bibliographic review on alphabetization scientific, which is understood as the ability to use scientific knowledge in order to understand and help make decisions about the actual world. It also sought to explain the evolution of the dimensions of scientific literacy and to present theoretical proposals for methodological strategies to help improve it. Articles, doctoral theses and PIS test reports were reviewed to reach two conclusions: 1) it is essential to develop the four dimensions of scientific literacy, because, in this way, scientifically literate students will be trained; that is, they are able to become world that goes through constant scientific and technological and 2) it is necessary to update the teaching-learning strategies by those that are part of the so-called active methodology such as discovery learning, research-based learning and project-based learning.
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Vandsø, Anette. "Four Key Concepts for Studying Context-based Compositions." Organised Sound 23, no. 1 (December 22, 2017): 3–11. http://dx.doi.org/10.1017/s135577181700022x.
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This theoretical article investigates context-based compositions where we cannot identify the real-world context from the sounds alone. Examples include Stephen Vitiello’sWorld Trade Center Recordings: Winds After Hurricane Floyd, Jana Winderen’sThe Noisiest Guys on the Planet, Jacob Kirkegaard’s4 Rooms, Christina Kubisch’s compositions based on observations of the Ruhr district, Anne Niemetz and Andrew Pelling’sThe Dark Side of the Cell(2004) as well as Andrea Polli’sHeat and Heartbeat of the City(2004) based on weather data from New York. The article asks how these compositions establish their relation to a specific context. How do they invite the listener to include his or her knowledge of specific contexts? The article suggests four relevant terms that are useful when studying this relation between text and context:paratext,intermediality,enunciationandmediality.
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Põlda, Halliki, Triin Roosalu, Katrin Karu, Lianne Teder, and Maigi Lepik. "Agency and development of key competences in nonformal learning contexts." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 9, no. 1 (May 1, 2021): 60–87. http://dx.doi.org/10.12697/eha.2021.9.1.03.
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Artiklis anname ülevaate üldpädevuste käsitlemisest mitteformaalõppes. Eesmärk on välja selgitada, kuidas mitteformaalõppe poliitikadokumentides ja praktikas avaldub üldpädevuste arendamine ja osaliste agentsus. Selleks analüüsime üldpädevuste avaldumist kuue valdkondliku raja 23 poliitikadokumendis ja nende radade praktikute arusaamades. Mitteformaalõppe põhimõtete rakendajat ega tehtud 12 fookusgrupiintervjuu põhjal selgitasime välja, kuidas toetatakse ja arendatakse üldpädevusi ning konstrueeritakse osaliste agentsust. Kriitilisel diskursuseanalüüsil selgus, et üldpädevusi poliitikadokumentides otseselt ei nimetata, ent sisuliselt need mitteformaalõppele seatud eesmärkides siiski väljenduvad. Ka praktikud kirjeldavad üldpädevuste arendamist oma igapäevatöös, kuid ei nimeta neid riiklikust õppekavast tuttavate terminitega ega mõtesta üldpädevustena. Praktikute kirjeldustes konstrueeritakse mitteformaalõpet õppija agentsuse toetajana, mis annab õppe eesmärgi seadel ja hindamisel vastutuse õppijale. Praktikute enesekäsitluses on läbi põimunud osaleja, arendaja ja õppimise võimaldaja rollid.
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Shahar, Golan. "Repression, suppression, and oppression (in depression)." Behavioral and Brain Sciences 29, no. 5 (October 2006): 533–34. http://dx.doi.org/10.1017/s0140525x06459112.
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Erdelyi's two key tenets – that repression may be conscious (“suppression”) and that it is context-sensitive – resonate well with findings on unipolar depression. Drawing from this field, I argue that (1) “oppression,” namely, pressure from significant others to refrain from attending to certain mental contents, influences individuals' repression/suppression; and that, (2) individuals actively create the very contexts that facilitate their repression/suppression.
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Xue, Qing, Xuan Han, Mingrui Li, and Minxia Liu. "A Conceptual Architecture for Adaptive Human-Computer Interface of a PT Operation Platform Based on Context-Awareness." Discrete Dynamics in Nature and Society 2014 (2014): 1–7. http://dx.doi.org/10.1155/2014/371204.
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We present a conceptual architecture for adaptive human-computer interface of a PT operation platform based on context-awareness. This architecture will form the basis of design for such an interface. This paper describes components, key technologies, and working principles of the architecture. The critical contents covered context information modeling, processing, relationship establishing between contexts and interface design knowledge by use of adaptive knowledge reasoning, and visualization implementing of adaptive interface with the aid of interface tools technology.
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Smith, Allan B. "A "Cumulative" Method of Quantifying Tonal Consonance in Musical Key Contexts." Music Perception 15, no. 2 (1997): 175–88. http://dx.doi.org/10.2307/40285748.
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Huron (1994) recently calculated the tonal (sensory) consonance for interval categories for all scales that can be drawn from the 12 equally tempered pitch classes. Among scales with seven tones, the combinations that allow the highest tonal consonance were found in the diatonic major, natural minor, and several other scales. In this paper, an extension of Huron's approach that begins with a single tone and successively adds tones that bring the most tonal consonance to the existing set is tested. Based on (1) the order in which tones are added and (2) the mean tonal consonance of the intervals after each addition, values are assigned to each tone that are significantly correlated (p< .001) with ratings of stability that tones display in major and minor key contexts reported by Krumhansl and Kessler (1982). These findings suggest that tonal consonance is not only facilitated in major and minor scales, as Huron found, but that tonal consonance may also account for the tonal hierarchy for tones in both major and minor key contexts.
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Walkington, Helen. "Soil science applications in archaeological contexts: A review of key challenges." Earth-Science Reviews 103, no. 3-4 (December 2010): 122–34. http://dx.doi.org/10.1016/j.earscirev.2010.09.002.
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Tsehayae, Abraham Assefa, and Aminah Robinson Fayek. "Identification and comparative analysis of key parameters influencing construction labour productivity in building and industrial projects." Canadian Journal of Civil Engineering 41, no. 10 (October 2014): 878–91. http://dx.doi.org/10.1139/cjce-2014-0031.
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Parameters (factors and practices) influencing construction labour productivity are multi-faceted and project dependent. A proven measurement scheme and modeling approach to investigate the effect of parameters on construction labour productivity has not yet been developed. This study identifies key parameters influencing labour productivity using context-sensitive surveys that reveal contextual differences between key parameters. The study relies on data collected through 141 surveys administered to project management and trade respondents from six Canadian projects in either of two contexts: building and industrial. Analysis revealed the top parameters influencing labour productivity on building and industrial projects. Consensus between project management and trade level respondents regarding parameters’ effects within and between contexts was evaluated using statistical analysis; results indicated some differences in perception. The methodology and findings from this paper are useful for identifying enablers of and barriers to better productivity, developing context-sensitive labour productivity models for use in analysis, and developing productivity improvement strategies.
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Kolk, Ans, and Miguel Rivera-Santos. "The State of Research on Africa in Business and Management: Insights From a Systematic Review of Key International Journals." Business & Society 57, no. 3 (February 8, 2016): 415–36. http://dx.doi.org/10.1177/0007650316629129.
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Aiming at a better understanding of the extent to which Africa-focused research has helped develop context-bound, context-specific, and context-free knowledge, the authors present the findings from a literature review of journal articles with an African context. A systematic search resulted in 271 articles with African data and 139 Africa-focused articles published in 63 top business journals and related (sub)disciplines from 2010 onwards. The sample included all journals belonging to the University of Texas (UT) Dallas and Financial Times research rankings, as well as the main international business, and business and society outlets. An in-depth analysis of the 139 Africa-focused articles shows an important imbalance in terms of publication patterns, topics covered, theoretical groundings, types of contributions, approaches to the African contexts, and empirics. Building on this exhaustive literature review, the authors provide specific suggestions regarding potential data sources and empirical strategies in African contexts, propose avenues for future research, and introduce four recent studies included in the special issue.
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Ioannou, Maria, and Laura Hammond. "The Detection of Deception Within Investigative Contexts: Key Challenges and Core Issues." Journal of Investigative Psychology and Offender Profiling 12, no. 2 (November 21, 2014): 107–18. http://dx.doi.org/10.1002/jip.1433.
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Aloini, Davide, Riccardo Dulmin, Valeria Mininno, and Simone Ponticelli. "Key antecedents and practices for Supply Chain Management adoption in project contexts." International Journal of Project Management 33, no. 6 (August 2015): 1301–16. http://dx.doi.org/10.1016/j.ijproman.2015.03.013.
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Denis, John M. "Key Aspects of Student Teaching." Update: Applications of Research in Music Education 35, no. 2 (August 1, 2016): 54–61. http://dx.doi.org/10.1177/8755123315610386.
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The transition from the conceptually focused world of the student to the professionally pragmatic world of the teacher can be jarring and difficult. One of the more useful educational experiences for facilitating this transition is that of student teaching. This review of literature examines the personal relationships, expectations, reflective practice, and power structure inherent in the student-teaching experience in both general and music classroom contexts. These facets were selected due to their prevalence in the literature and their potential impact on stakeholders’ approaches toward student teachers. Aspects of cooperating teacher preparation in light of the highlighted areas are then discussed, with potential suggestions including communication concerns, possible cooperating teacher framework characteristics, and balancing the conflicting nature of both the student teacher and the university supervisor.
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Byun, Jung Ah, Bryan VanSchouwen, Nishi Parikh, Madoka Akimoto, Eric Tyler McNicholl, and Giuseppe Melacini. "State-selective frustration as a key driver of allosteric pluripotency." Chemical Science 12, no. 34 (2021): 11565–75. http://dx.doi.org/10.1039/d1sc01753e.
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The Rp-cAMPS ligand of protein kinase A switches from agonist to antagonist depending on metabolite and proteomic contexts. We show that the state-selective frustration is a key driver of this allosteric pluripotency phenomenon.
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Haslett, Damian, Javier Monforte, Inhyang Choi, and Brett Smith. "Promoting Para Athlete Activism: Critical Insights From Key Stakeholders in Ireland." Sociology of Sport Journal 37, no. 4 (December 1, 2020): 273–82. http://dx.doi.org/10.1123/ssj.2019-0174.
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In 2019, the International Paralympic Committee produced a new strategy that highlighted the need to promote disability activism through Para sport. The purpose of this study is to understand what promoting disability activism through Para sport means to key stakeholders within an Irish national-level sociopolitical and Para sport context. Three groups of Irish stakeholders participated in interviews. Data were analyzed using a reflexive thematic analysis. Three themes were generated: social responsibility, identity performance, and Paralympic discourse. Within each theme, different stakeholders drew on different activist discourses to argue for and against promoting activism. This article poses significant challenges to the International Paralympic Committee’s strategy. Challenges are addressed by highlighting nine activist discourses that could have practical implications when promoting activism in different sociopolitical and Para sport contexts.
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Mathew, Ingrid Brita. "CROSS CULTURAL CONTEXTS IN ENGLISH LANGUAGE TEACHING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 7, no. 1 (April 10, 2017): 38. http://dx.doi.org/10.24036/ld.v7i1.3529.
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This paper reflects on the need of students of English language to experience 'English-speaking culture'. Due to the scarcity of natural contexts to communicate in English in West Sumatra it falls to English teachers to provide both English-speaking context and ongoing cross cultural analysis. Some ways teachers across the curriculum can provide a context of English-speaking culture and implement cross cultural analysis while teaching are discussed. The 'onion' model of culture is presented to show that culture is not only 'what' but also 'how' and 'why'. Examples are given of how culture can be explicitly and implicitly taught. Key words/phrases: culture, context, English-speaking culture, cross cultural analysis
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Biffi, Elisabetta. "NARRATIVE PRACTICES FOR COUNSELLING IN EDUCATIONAL CONTEXTS." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 194. http://dx.doi.org/10.17770/sie2013vol1.528.
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Educational contexts have their own peculiar characteristics, such as that of being multi-professional contexts with a wide range of end users. Counsellors working with educational staff must take these specifics into account. In addition, counselling should be a process that, starting out from the “core issue” that led to the decision to initiate the counselling intervention, aims to promote the professional development of educational staff. In this sense, counsellors should design their interventions to encourage meta-reflection on the context, and should themselves adopt a reflective approach. On the basis of these key assumptions, this paper reflects on narrative practices as a resource for counselling in educational contexts, especially the practice of self-writing which also has the potential to act as a reflective tool for counsellors themselves.
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Vlahopol, Gabriela. "The Subject – A Key Element of the Fugue Form during the 20th Century." Artes. Journal of Musicology 18, no. 1 (March 1, 2018): 161–79. http://dx.doi.org/10.2478/ajm-2018-0010.
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Abstract The great stylistic epochs of the past mostly had syntaxes and specific forms, escaping in the context of the application of polyphonic syntax to the tonal system. The twentieth century, characterized by a continuous mobility and search in the field of the musical language, does not intend to create new musical forms but takes preexisting patterns, which adapt to the creative contexts specific to the composers. Thus, despite the blurring of some of the fundamental elements, other factors of configuration and construction were maintained and amplified, as well as the particular phenomenon, the most significant phenomenon being the development of the thematic principle, which will have its particular manifestations in the fugue form, the diversity of its interpretations bearing the mark of some new directions.
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Valcourt, Nicholas, Jeffrey Walters, Amy Javernick-Will, Karl Linden, and Betelhem Hailegiorgis. "Understanding Rural Water Services as a Complex System: An Assessment of Key Factors as Potential Leverage Points for Improved Service Sustainability." Sustainability 12, no. 3 (February 9, 2020): 1243. http://dx.doi.org/10.3390/su12031243.
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Rural water supply services worldwide consistently fail to deliver full public health impacts as intended due to a low service sustainability. This failure is increasingly attributed to weak local systems composed of social, financial and environmental factors. Current approaches in the water, sanitation and hygiene (WASH) sector for understanding and improving these systems typically focus on the strength and capacity of these factors, but not the interactions between them. We contend that these approaches overlook the inherent complexity and context-specific nature of each local system. To assess this complexity, we conducted four participatory factor mapping workshops with local stakeholders across multiple rural water contexts to identify the factors and interactions that support service sustainability. We then evaluate the potential for factors to act as strategic leverage points based on influence, dependence and feedback metrics that arise from their interactions with other factors. We find that while participants across the contexts tend to identify a common set of factors, the interactions amongst those factors and their individual ability to influence service sustainability varies considerably across contexts. These findings suggest that a more intentional focus on factor interactions in WASH systems could lead to more effective strategies for improving service sustainability.
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Dimitriu, Rodica. "The Many Contexts of Translation (Studies)." Linguaculture 2015, no. 1 (June 1, 2015): 5–23. http://dx.doi.org/10.1515/lincu-2015-0033.
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Abstract This article examines the ways in which, in just a couple of decades, and in view of the interdisciplinary nature of Translation Studies, the key notion of context has become increasingly broader and diversified within this area of research, allowing for complex analyses of the translators’ activities and decisions, of translation processes and, ultimately, of what accounts for the meaning(s) of a translated text. Consequently, some (brief) incursions are made into a number of (main) directions of the discipline and the related kinds of contexts they prioritized in investigating translation both as process and product. In the second section of this introductory article, the issue of context is particularized through references to the contributions in this special volume, which add new layers of meaning to context, touching upon further perspectives from which this complex notion could be approached.
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Kim, Sharon, Mahjabeen Raza, and Edward Seidman. "Improving 21st-century teaching skills: The key to effective 21st-century learners." Research in Comparative and International Education 14, no. 1 (February 28, 2019): 99–117. http://dx.doi.org/10.1177/1745499919829214.
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The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about desired improvements lies in the lack of context-specific understanding of teaching practices and meaningful ways of supporting teacher professional development. This paper focuses on the need to measure the social quality of teaching processes in a contextualized manner. We do so by highlighting the efforts made to develop and measure teacher practices and classroom processes using the Teacher Instructional Practices and Processes System© (TIPPS) in three different contexts: Uganda (secondary), India (primary), and Ghana (pre-school). By examining how such a tool can be used for teacher feedback, reflective practice, and continuous improvement, the hope is to pave the way toward enhanced 21st-century teacher skills and, in turn, 21st-century learners.
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Núñez Sotelo, Edita. "Acerca de la posibilidad de un currículum basado en el desarrollo cognitivo en contextos de deprivación social." Foro Educacional, no. 21 (July 2, 2014): 113. http://dx.doi.org/10.29344/07180772.21.867.
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Resumen El presente artículo revisa la posibilidad de un currículo basado en el desarrollo cognitivo en contextos de deprivación social, para ello se analiza primero la relación entre currículum y desarrollo cognitivo, y luego se consideran las siguientes preguntas: ¿la escuela se hace cargo del desajuste cognitivo que se produce en el estudiante a partir de su pérdida de hegemonía de información frente a los medios de comunicación?; ¿los docentes consideran e involucran en sus clases las representaciones mentales que traen los alumnos a partir de su contexto cultural, individual y social?. Ante estas interrogantes se hará una revisión crítica de las prácticas presentes en la educación en escuelas chilenas en sectores de deprivación social, con el objeto de intentar responder al planteamiento inicial sobre la posibilidad de un currículum basado en el desarrollo cognitivo en este tipo de entornos. Palabras Clave: Currículum, Desarrollo Cognitivo, Contexto cultural, deprivación social. On the possibility of a curriculum based on cognitive development in contexts of social deprivation Abstract This article overviews the possibility of developing a curriculum based on cognitive development in contexts of social deprivation. It firstly analyses the relationship between curriculum and cognitive development to then formulate the following questions: Does the school take responsibility for the cognitive imbalance produced on the student due to the loss of information hegemony before mass media? Do teachers consider and incorporate into their classrooms the mental representations students bring from their cultural, individual and social contexts? This work critically reviews current practices in Chilean schools from socially deprived areas in order to answer the initial question about the possibility of a curriculum based on cognitive development in those environments. Key words: Curriculum; Cognitive Development; Cultural Context; Social Deprivation.
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SILVA, HELIANA VIELLA OLIVEIRA, SILVIA HELENA MENEZES PIRES, DANIEL FONTANA OBERLING, and EMILIO LÉBRE LA ROVERE. "KEY RECENT EXPERIENCES IN THE APPLICATION OF SEA IN BRAZIL." Journal of Environmental Assessment Policy and Management 16, no. 02 (June 2014): 1450009. http://dx.doi.org/10.1142/s1464333214500094.
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One of the requirements for a good Strategic Environmental Assessment (SEA) is its capacity to adjust itself to the planned decision-making process. This paper presents recent experiences involving the application of SEA in Brazil in three different contexts. In the first case, an SEA was conducted to meet a request of the Ministry of Tourism for information to prepare the Development Plan for Sustainable Tourism in the North Coast. The second case is an initiative undertaken by the Secretary of Environment of the State of Bahia for the construction of a seaport-industrial complex in the region of Ilhéus (Bahia). Finally, an SEA commissioned by a group of environmental NGOs to assess options for the development of a mining-metal and chemical-gas complex in the Pantanal Region near the Bolivian and Paraguayan border is presented. The paper highlights the differences in the contexts of the three studies (responsibilities in the decision-making process, stages of the planning process, etc.) as well as in their methodological approaches. Difficulties, gaps, advances and findings in each case are also analysed to assess the effectiveness of each SEA.
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Rhodes, Tim, Kari Lancaster, Shelley Lees, and Melissa Parker. "Modelling the pandemic: attuning models to their contexts." BMJ Global Health 5, no. 6 (June 2020): e002914. http://dx.doi.org/10.1136/bmjgh-2020-002914.
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The evidence produced in mathematical models plays a key role in shaping policy decisions in pandemics. A key question is therefore how well pandemic models relate to their implementation contexts. Drawing on the cases of Ebola and influenza, we map how sociological and anthropological research contributes in the modelling of pandemics to consider lessons for COVID-19. We show how models detach from their implementation contexts through their connections with global narratives of pandemic response, and how sociological and anthropological research can help to locate models differently. This potentiates multiple models of pandemic response attuned to their emerging situations in an iterative and adaptive science. We propose a more open approach to the modelling of pandemics which envisages the model as an intervention of deliberation in situations of evolving uncertainty. This challenges the ‘business-as-usual’ of evidence-based approaches in global health by accentuating all science, within and beyond pandemics, as ‘emergent’ and ‘adaptive’.
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Camarero, Carmen, and Ma José Garrido. "Fostering Innovation in Cultural Contexts." Journal of Service Research 15, no. 1 (September 23, 2011): 39–58. http://dx.doi.org/10.1177/1094670511419648.
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Many museums are committed to market orientation as the underlying philosophy for their strategies. This orientation has to be coordinated with a service orientation focused on quality and custody in order to fulfill the museum’s mission. In the current work, the authors analyze the different impact of market orientation and service orientation on organizational and technological innovations implemented by museums. The hypotheses posited are examined for a sample of 491 British, French, Italian, and Spanish museums. Findings suggest that visitor and donor orientation are two key market orientation dimensions for technological and organizational innovation in museums, whereas interfunctional coordination and collaboration with competitors do not act directly, although they do boost the effect of visitor orientation. Further, quality orientation is also central to innovation. The present work thus concludes the existence of two interrelated routes that lead to technological and organizational innovation in museums, a business approach based on market orientation and a cultural approach based on service orientation.
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Dietrich, Franz, and Christian List. "REASON-BASED CHOICE AND CONTEXT-DEPENDENCE: AN EXPLANATORY FRAMEWORK." Economics and Philosophy 32, no. 2 (February 11, 2016): 175–229. http://dx.doi.org/10.1017/s0266267115000474.
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Abstract:We introduce a ‘reason-based’ framework for explaining and predicting individual choices. The key idea is that a decision-maker focuses on some but not all properties of the options and chooses an option whose ‘motivationally salient’ properties he/she most prefers. Reason-based explanations can capture two kinds of context-dependent choice: (i) the motivationally salient properties may vary across choice contexts, and (ii) they may include ‘context-related’ properties, not just ‘intrinsic’ properties of the options. Our framework allows us to explain boundedly rational and sophisticated choice behaviour. Since properties can be recombined in new ways, it also offers resources for predicting choices in unobserved contexts.
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Reisen, Olga K. "Contemporary Russian Cinema and Its World Contexts." Journal of Flm Arts and Film Studies 10, no. 4 (December 15, 2018): 26–39. http://dx.doi.org/10.17816/vgik10426-39.
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The article attempts to insert the parameters of the cinema of the last decades into the worlds film history, to compare the dominant principles and artistic methods often leading to similar patterns and the ways of their implementation. The authors aim is not just to educe and describe these comparative patterns but to find the logics of their emergence and manifestation determined by historical reasons. Key words: Soviet and world cinema, Perestroika, Aesopian language, magical realism, New Drama
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Carrillo, Francisco Javier, Bo Edvardsson, Javier Reynoso, and Egren Maravillo. "Alignment of resources, actors and contexts for value creation." International Journal of Quality and Service Sciences 11, no. 3 (September 13, 2019): 424–38. http://dx.doi.org/10.1108/ijqss-08-2018-0077.
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Purpose This paper aims to deepen the understanding of resource integration for value co-creation within service-dominant logic (SDL), by drawing on key knowledge management (KM) concepts. Design/methodology/approach This conceptual study introduces three key KM concepts, namely, object, agent and context to SDL; thus, deepening the understanding of how resources are becoming when actors are engaged in co-creating value-in-context. Findings This paper extends understanding of actors’ uses of knowledge in their efforts to co-create value. Paradoxically, SDL takes a phenomenological approach to understanding value co-creation, whereas KM embraces a realist-phenomenological view. Emphasizing knowing rather than knowledge reveals that there is no object without an agent, no agency without context and no knowledge without value-alignment. Thus, the paper contributes to theorizing about resource integration through SDL by identifying the need for effective alignment between relevant objects, capable agents and meaningful contexts for value to emerge. The paper also contributes with four facilitators of object-agent-context alignment: tacit knowledge contextualization, collective sensemaking, shared values among engaged actors and feedback on alignment effectiveness. Originality/value It advances current conceptualizations of resource integration and value co-creation in SDL by paying explicit attention to a KM perspective.
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Polk, Thad A., and Martha J. Farah. "A Simple Common Contexts Explanation for the Development of Abstract Letter Identities." Neural Computation 9, no. 6 (August 1, 1997): 1277–89. http://dx.doi.org/10.1162/neco.1997.9.6.1277.
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Abstract letter identities (ALIs) are an early representation in visual word recognition that are specific to written language. They do not reflect visual or phonological features, but rather encode the identities of letters independent of case, font, sound, and so forth. How could the visual system come to develop such a representation? We propose that because many letters look similar regardless of case, font, and other characteristics, these provide common contexts for visually dissimilar uppercase and lowercase forms of other letters (e.g., e between k and y in key and E in the visually similar context K-Y). Assuming that the distribution of words' relative frequencies is comparable in upper and lowercase (that just as key is more frequent than pew, KEY is more frequent than PEW), these common contexts will also be similarly distributed in the two cases. We show how this statistical regularity could lead Hebbian learning to produce ALIs in a competitive architecture. We present a self-organizing artificial neural network that illustrates this idea and produces ALIs when presented with the most frequent words from a beginning reading corpus, as well as with artificial input.
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Marvin, Elizabeth West, and Alexander R. Brinkman. "The Effect of Key Color and Timbre on Absolute Pitch Recognition in Musical Contexts." Music Perception 18, no. 2 (2000): 111–37. http://dx.doi.org/10.2307/40285905.
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Previous research has shown that listeners with absolute pitch identify white-key pitches (as on the piano) more quickly and accurately than they identify black-key pitches. Related research has shown that the timbre of tones also affects pitch identification. Our experiments extend the investigation of color and timbre effects on pitch recognition from isolated pitches to more complex musical textures, using both musicians with absolute pitch and musicians without absolute pitch as participants. In Experiment 1, listeners named isolated pitches in synthesized violin or piano timbres; in Experiment 2, they named the tonal center of classical string quartets or piano solos; in Experiment 3, they identified the tonal center of the same musical excerpts by humming. We replicated the color effect for both groups of participants in the response times for all three experiments, but found a color effect on accuracy rates only in Experiment 2. Timbre effects were found only in Experiment 1, where response times were quicker for piano tones than string tones. Participants' instrumental training affected response times: string players identified isolated tones most quickly; keyboard players identified the keys of compositions most quickly.
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Rajan, Vibhaj, Subhash Chandra Patel, and Ravi Shankar Singh. "A Novel Access Control Mechanism based on Key-Chain-Web Model using Authorization Contexts." International Journal of Computer Applications 50, no. 13 (July 28, 2012): 6–9. http://dx.doi.org/10.5120/7829-1017.
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Brown, Kevin. "Review of: Urban Ministry Reconsidered: Contexts and Approaches." Social Work & Christianity 47, no. 1 (December 5, 2019): 99–101. http://dx.doi.org/10.34043/swc.v47i1.131.
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This submission is a review of Smith, R. D., Boddie, S. C. & Peters, R. D. (Eds.). (2018). Urban ministry reconsidered: Contexts and approaches. Louisville, KY: Westminster John Knox Press. The book reviewer addresses the central question of the book, recaps the key points and addressees its relevance for Christians in Social Work.
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Samuel-Nakamura, Christine, Patricia Leads, Sharon Cobb, Fayette Nguyen Truax, and Felicia Schanche Hodge. "Environmental Contexts of Vulnerable Populations." Californian Journal of Health Promotion 15, no. 2 (August 1, 2017): 75–78. http://dx.doi.org/10.32398/cjhp.v15i2.1902.
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Health disparities research has been identified as a priority by the National Institute of Nursing Research (NINR). Training nurse scholars in Vulnerable Populations (VP) research has been one strategy to address this issue. Involvement of university sponsored pre- and postdoctoral nurse fellows in groupdeveloped projects are coordinated to advance the science of VP. A group of pre- and postdoctoral nurse fellows report on research that illustrates environmentally-induced barriers to health care experienced by VP. Topics cover health disparities, VP research, and culturally appropriate approaches to enhance access and acceptability of quality health care. Five studies are presented that illustrate the interplay of biologic, social, economic, behavioral, environmental, and cultural influences in the health and healthcare of individuals, populations, and sub-groups. These studies have common factors as well as unique barriers requiring exploration for better understanding and culturally appropriate intervention. The studies drew upon the VP Conceptualization Framework (VPCF) to describe the unique barriers encountered. These barriers are of significant concern and have implications for nursing practice, research, and education. Key recommendations to address these barriers are provided.
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Hsiao, Ruey-Lin, Stephen Dun-Hou Tsai, and Ching-Fang Lee. "The Problems of Embeddedness: Knowledge Transfer, Coordination and Reuse in Information Systems." Organization Studies 27, no. 9 (June 28, 2006): 1289–317. http://dx.doi.org/10.1177/0170840606064108.
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This research examines the knowledge management challenge underlying technology use. It proposes to examine the key question: how can knowledge management problems and technology adoption difficulties be analysed through experts' practices embedded in their work contexts? The problems of knowledge transfer, coordination and reuse are investigated by examining experts' practices and work contexts. The inquiry is grounded in a qualitative case study of a knowledge management system designed to support maintenance work performed by two groups of engineers in a semiconductor-fabrication equipment company. The findings illustrate two contrasting outcomes: the equipment engineers found the system to be useful; the field engineers considered it to be irrelevant to their work contexts. An analysis of the fabrication process (the technical context), engineers' professional communities (the social context), and the pace of product/process innovation (the innovative context) helps us to understand the main problems underlying knowledge transfer, coordination and reuse. Significantly, we propose a specific definition of knowledge and suggest a way to examine practices and work contexts that can help to uncover new difficulties in knowledge management system adoption. The theoretical and practical implications of the study are discussed.
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Regmi, Kapil Dev. "Lifelong Learning in Nepal: Contexts and Prospects." AMC Journal 1, no. 1 (December 17, 2020): 121–32. http://dx.doi.org/10.3126/amcj.v1i1.33480.
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After the declaration of the Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by the UN, many countries have adapted lifelong learning as one of their main goals for meeting their educational needs. However, lifelong learning as an educational policy concept is defined differently in various contexts. With the case of the context of Nepal this paper, which builds on my thesis prepared for Master of Philosophy degree (Regmi,2009), explores some of the fundamental concepts attached with lifelong learning, mainly non-formal and informal modes of learning as key components of lifelong learning.
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Rueda, Patrícia Olmos. "ENTENDER UN MODELO PARA LA INTEGRACIÓN EDUCATIVO-LABORAL DESDE LA PERSPECTIVA HISTÓRICO-CULTURAL." Nuances: estudos sobre Educação 24, no. 1 (April 25, 2013): 147–62. http://dx.doi.org/10.14572/nuances.v24i1.2162.
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RESUMEN: El presente artículo es una reflexión teórica, que invita a la discusión, de un modelo de integración educativo-laboral surgido a partir de la reflexión en la praxis y entendido desde la perspectiva de la teoría histórico-cultural, un modelo que integra todos los elementos básicos de esta perspectiva y cuyo objetivo es la formación para la transformación social, a la par que educativa y laboral, de un colectivo de jóvenes en situación de vulnerabilidad con la mediación de agentes sociales, educativos y laborales de referencia. Se evidencia que las dificultades de acceso al mercado de trabajo y el fracaso escolar son factores interrelacionados de riesgo de exclusión de los colectivos que los asumen. Este trabajo centra su atención en el colectivo de jóvenes entre 16 y 21 años, con una historia de fracaso escolar, una baja cualificación y un escaso dominio de competencias, que impide su participación activa en contextos sociales, labores y educativos. Son jóvenes que no son capaces de operar y transformar su medio, de dar respuesta a las demandas del contexto, incurriendo en una situación de riesgo de exclusión sólo entendida en relación con los demás y en un contexto históricocultural de referencia. No obstante, estos jóvenes han decidido minimizar su condición de vulnerabilidad y mejorar sus oportunidades de reintegración en los contextos educativos y laborales accediendo a programas de formación para el trabajo cuyo objetivo es el de proveer, a estos jóvenes, de las competencias básicas requeridas por los contextos educativo-laborales. Los contextos formativos y/o educativos son los que permiten la transformación social de este colectivo y de aquí que surja la necesidad de pensar un modelo de formación para la integración o reintegración educativo-laboral de los colectivos en situación de vulnerabilidad y, concretamente, de aquellos jóvenes en riesgo de exclusión. ABSTRACT: This article is a theoretical reflection that invites discussion about an educational and labour integration model emerged from praxis reflection and understood within a cultural-historic perspective. This model includes all key elements of this perspective and its aim is to train young people in vulnerable situation to their social, educational and labour transformation with mediation of social, educational and labour agents of reference. Difficulties to gain access to the labour market and academic failure are interrelated factors of risk of exclusion of collective that assume these. This paper focuses on young people aged 16-21 years that drop out, which have low qualification and low domain of competences. This situation prevents them to participate in social, educational and labour contexts actively. These youth are not capable to operate on the context, to transform the context, to answer demands of the context. They are at risk of exclusion and this situation is only understood in relation with others and in connection with a cultural-historical context of reference. However, this young people decide to minimize their vulnerable condition and to improve their opportunities of educational and labour reintegration. They access to employment training programmes that provide them key competences that educational and labour contexts demand. Training and/or educational contexts arethose that make possible the social transformation of this collective so it is necessary to think a training model for educational and labour integration or reintegration of collective in vulnerable situation and, concretely, of those youth at risk of exclusion.http://dx.doi.org/10.14572/nuances.v24i1.2162
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Martzoukou, Konstantina, and Elham Sayyad Abdi. "Towards an everyday life information literacy mind-set: a review of literature." Journal of Documentation 73, no. 4 (July 10, 2017): 634–65. http://dx.doi.org/10.1108/jd-07-2016-0094.
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Purpose Information literacy (IL) within the everyday life context is regarded as an important condition for civic participation and engagement, informed citizenship, health and well-being. However, compared to the significant amount of IL research within educational and workplace settings, there has been relatively little research in relation to the value of IL within everyday life situations. The purpose of this paper is to explore existing empirical research that addresses aspects of IL within the context of everyday life, identifying current gaps in the literature, highlighting key theoretical positions, and mapping trends. Design/methodology/approach The review has been conducted in the form of a scoping study that aims to map the key concepts underpinning this research area and the main sources and types of evidence available. It is based on journal literature reporting primary research, published from 2000 to 2016 and sourced from a range of different databases covering IL research. Findings IL practices take place within diverse everyday life contexts. The key research directions have been categorised into four broad contextual areas, encompassing leisure and community activities, citizenship and the fulfilment of social roles, public health and critical life situations. These point to the need for developing an IL mind-set which is discussed as an adaptive, transferable and ongoing activity that transgresses the boundaries of prescribed skills within the specific contexts of work and education. Originality/value This research area is still in its infancy and more varied contexts need to be explored to nurture a robust understanding of the use and impact of IL in people’s everyday lives. The paper also highlights the implications of the lack of IL and identifies the key players in the advocacy of IL within different everyday life settings.
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Freitas, Rodrigo de Castro, and Maria do Carmo Duarte Freitas. "Information management in lean office deployment contexts." International Journal of Lean Six Sigma 11, no. 6 (March 27, 2020): 1175–206. http://dx.doi.org/10.1108/ijlss-10-2019-0105.
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Purpose Lean office covers the improvement of administrative processes and information flows. In offices, one of the essential challenges is to coordinate the development of information management capabilities. Thus, this paper aims to identify the key factors of information management in lean office deployment contexts. Design/methodology/approach By adopting a qualitative approach, it consists of theoretical research that applies grounded theory's coding technique and exploits 27 scientific studies on lean office published in the past 20 years. Findings It identifies five key factors for managing information into an organizational structure that optimizes information flow, such as “information-seeking,” “access to information,” “information quality,” “information processing” and “use of information and communication technology”. Research limitations/implications Data analysis was restricted in scientific research regarding lean office deployment. Therefore, the accuracy of the concepts and categories of information management proposed in this paper can be adjusted and validated in future research, thus deepening the discussion of its findings. Practical implications It highlights issues for managing information in contemporary organizations such as failures in information retrieval, restrictions on access to information, lack of quality information, inadequate information processing criteria and inefficiency of information systems infrastructure. Originality/value It analyzes the lean office deployment from the theoretical framework of information management. Thus, it differs from other studies in this field because it is not limited to the operational aspects of lean management. Nevertheless, it shows that lean office reconfigures information flows and continually improves organizations’ strategic management.
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Yasukawa, Keiko, and Jeff Evans. "Adults’ numeracy practices in fluid and unstable contexts—An agenda for education, policy and research?" Zeitschrift für Weiterbildungsforschung 42, no. 3 (October 11, 2019): 343–56. http://dx.doi.org/10.1007/s40955-019-00145-z.
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Abstract Numeracy practices are always dependent on the social context in which they emerge. These contexts, however, are unstable because of a range of technological and socio-political changes. How does this instability affect people’s agency in the world? After reviewing key approaches to numeracy practices research, we distil key findings from recent numeracy studies. We introduce the concept of the numerate environment to examine the context in which opportunities, supports and demands present themselves for people’s numeracy development, explaining how cultural-historical activity theory can be used to analyse the effects of changes in numerate environments. We consider examples of social trends likely to effect such changes and conclude with implications of shifts in people’s numerate environment for future educational provision, policy and research.
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Zuckert, Michael P. "“Something Wicked This Way Comes”: Machiavelli, Macbeth, and the Conquest of Fortuna." Review of Politics 78, no. 4 (2016): 589–607. http://dx.doi.org/10.1017/s0034670516000607.
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AbstractAs in all or almost all Shakespeare plays the opening scenes of Macbeth are key to setting up the problem the play addresses. In his Scottish play Shakespeare uses the opening scenes to set the two main contexts in which the regicide, usurpation, tyranny, and fall of the tyrant occur. The two are, we might say, the earthly or political context and the cosmic or superhuman context represented by the witches. In presenting these two contexts Shakespeare appears to be engaging in a dialogue with Machiavelli's Prince, taking cues from Machiavelli's political analysis on how to understand the political character of Scotland and taking issue with Machiavelli's ultimate agenda of a conquest of Fortuna.
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Zaballos, Miguel A., and Pilar Santisteban. "Key signaling pathways in thyroid cancer." Journal of Endocrinology 235, no. 2 (November 2017): R43—R61. http://dx.doi.org/10.1530/joe-17-0266.
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Whole genome sequencing approaches have provided unprecedented insights into the genetic lesions responsible for the onset, progression and dedifferentiation of various types of thyroid carcinomas. Through these efforts, the MAPK and PI3K signaling cascades have emerged as the main activation pathways implicated in thyroid tumorigenesis. The nature of these essential pathways is highly complex, with hundreds of components, multiple points of crosstalk, different subcellular localizations and with the ability to potentially regulate many cellular processes. Small-molecule inhibitors targeting key kinases of these pathways hold great promise as novel therapeutics and several have reached clinical trials. However, while some remarkable responses have been reported, the development of resistance remains a matter of concern and limits the benefit for patients. In this review, we discuss the latest findings on the major components of the MAPK and PI3K pathways, including their mechanisms of activation in physiological and pathological contexts, their genetic alterations with respect to the different types of thyroid carcinomas and the more relevant drugs designed to block their activity.
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Eitan, Zohar, Moshe Shay Ben-Haim, and Elizabeth Hellmuth Margulis. "Implicit Absolute Pitch Representation Affects Basic Tonal Perception." Music Perception 34, no. 5 (June 1, 2017): 569–84. http://dx.doi.org/10.1525/mp.2017.34.5.569.
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It is undisputed that the cognition of tonal music is primarily established by pitch relationships set within a tonal scheme such as a major or minor key. The corresponding notion—that absolute pitch and absolute key are largely inconsequential for tonal cognition—thus seems inevitable. Here, we challenge the latter notion, presenting data suggesting that absolute pitch and absolute key significantly modify listeners’ judgments of tonal fit and tonal tension. In two experiments extending the probe tone technique (as applied in Krumhansl & Kessler, 1982) participants heard a brief tonal context (a major triad in Experiment 1, a harmonic progression in Experiment 2) followed by individual probe tones, and rated how well each probe fitted the preceding context, as well as the musical tension conveyed by each probe. Two maximally distant key contexts, G major and D♭ major, were used in both experiments and in both tasks. Ratings revealed significant absolute pitch effects in both tasks, though in different ways. In the tonal fit task, diatonic pitches in G major were rated higher than those in D♭ major; in contrast, chromatic pitches were rated higher in D♭ major, compared to G. In the tension task, overall ratings were significantly higher for D♭ major contexts than for G major context (Experiment 1). Importantly, these effects reflect the occurrence frequency of pitch classes and keys in the tonal repertory: frequent pitch classes were rated as better fits than rarer ones, and a rarer key (D♭) rated tenser than a frequently-occurring key (G). Absolute pitch effects were most strongly manifested by participants without formal training, for whom the relative pitch effects of the tonal hierarchy were weak, and were stronger when tonal context was weaker (Experiment 1 as compared to Experiment 2). Results suggest that implicit absolute pitch perception, reflecting key and pitch class occurrence frequency, significantly affects tonal music processing; such absolute pitch effects may be activated principally when tonal perception or tonal cues are lacking.
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Cárdenas-Rodríguez, Rocío, Teresa Terrón-Caro, and María Carmen Monreal Gimeno. "Educación Primaria y alumnas gitanas. Análisis de las barreras sociales en contextos de exclusión." Revista de Investigación Educativa 37, no. 1 (December 31, 2018): 75–91. http://dx.doi.org/10.6018/rie.37.1.326221.
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Actualmente se está produciendo una transformación de los roles tradicionales asociados a hombres y mujeres, sin embargo, en los contextos desfavorecidos de exclusión social estas desigualdades entre hombres y mujeres sigue siendo muy notable. Este trabajo tiene como objetivo reflexionar sobre la situación de la mujer gitana en contextos desfavorecidos a lo largo de su proceso educativo, así como establecer las estrategias necesarias para favorecer el proceso educativo de estas alumnas. Para ello, aplicamos una metodología mixta basada en cuestionarios y grupos de discusión con profesorado y agentes claves de cuatro centros educativos situados en contextos de exclusión social con alto porcentaje de alumnado gitano. Los resultados obtenidos nos demuestran la percepción del profesorado y agentes claves sobre las dificultades de las alumnas gitanas en el Sistema Educativo, así como las actuaciones que se llevan a cabo desde los centros educativos para favorecer la progresión educativa de las alumnas gitanas. En cualquier caso, es importante señalar que el contexto socioeconómico determina la trayectoria educativa de las alumnas gitanas más que las características culturales, ya que muchas de las dificultades que se encuentran las alumnas están más relacionadas con los contextos de marginación social que con su cultura. Nowadays a transformation in the traditional roles associated to men and women is being produced, however, in disadvantaged contexts of social exclusion these inequalities between men and women are still very notable. The following work aims to reflect on the situation of romani female in disadvantaged contexts throughout their educational process and to establish the necessary strategies to promote the educational process of these students. To do it, we applied a mixed methodology based on questionnaires and focus groups with teachers and key agents from four schools located in contexts of social exclusion with high percentage of romani students. The results obtained show us the perception of teachers and agents about the difficulties of romani female students in the Educational System, and the actions that are carried out from schools to promote the educational progression of romani female students. In any case, it is important to point out that the socio-economic context determines the educational trajectory of romani women students more than the cultural characteristics, since many of the difficulties encountered by the students are more related to the contexts of social marginalization than to their culture.
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Hayes, Peter A. J., and Mary M. Omodei. "Managing Emergencies: Key Competencies for Incident Management Teams." Australian and New Zealand Journal of Organisational Psychology 4 (April 1, 2011): 1–10. http://dx.doi.org/10.1375/ajop.4.1.1.
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AbstractEach year Australian fire and land management agencies deploy Incident Management Teams (IMTs) to manage bushfires. An important question is: what are the key competencies required for IMT personnel? Recent research in high reliability organisations suggests that teamwork-related competencies are likely to be most important because incident management depends critically upon interdependent team members, often operating in dynamic, uncertain, time pressured, and high stakes environments. This study used semi-structured interviews with experienced IMT personnel (N = 15) to identify 12 key competencies important for bushfire IMT roles. Analysis of 30 bushfire incidents described by interviewees confirmed that three competencies (a) interpersonal and communication skills, (b) leadership, and (c) IMT procedural knowledge were central. Potential implications for organisational decision making in emergency contexts in general are outlined.
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Bailey, Lucy, and Mark T. Gibson. "International school principals: Routes to headship and key challenges of their role." Educational Management Administration & Leadership 48, no. 6 (October 29, 2019): 1007–25. http://dx.doi.org/10.1177/1741143219884686.
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Although there is an extensive literature across a range of national contexts concerning the evolving role of the school leader, little has been written about the rapidly expanding world of international school leadership. This paper focuses on the top tier of leadership of international schools by drawing on semi-structured interviews with 12 school principals in Malaysia, during which they reflected on the nature of their job and the routes they had taken to headship. It is argued that although the overwhelming majority had taken a school leadership qualification and found elements helpful, they felt that it did not adequately prepare them for their role. Several ways in which international school leadership differs significantly from educational school leadership in other contexts are identified, with principals needing to pay attention to loneliness, transience, cultural differences, governance, business elements, and managing school composition. By identifying key challenges faced by international heads, and by charting the paths that individuals take towards headship, this article seeks to understand the nature of senior leadership in international schools.
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Walton, Gregory M., and David S. Yeager. "Seed and Soil: Psychological Affordances in Contexts Help to Explain Where Wise Interventions Succeed or Fail." Current Directions in Psychological Science 29, no. 3 (April 14, 2020): 219–26. http://dx.doi.org/10.1177/0963721420904453.
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Psychologically “wise” interventions can cause lasting improvement in key aspects of people’s lives, but where will they work, and where will they not work? We consider the psychological affordance of the social context: Does the context in which the intervention is delivered afford the way of thinking offered by the intervention? If not, treatment effects are unlikely to persist. Change requires planting good seeds (more adaptive perspectives) in fertile soil in which those seeds can grow (a context with appropriate affordances). We illustrate the role of psychological affordances in diverse problem spaces, including recent large-scale trials of growth-mind-set and social-belonging interventions designed specifically to investigate heterogeneity across contexts. We highlight how the study of psychological affordances can advance theory about social contexts and inform debates about replicability.
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Ciortescu, Elena. "Key Skills in Business Communication - Persuasion." Virgil Madgearu Review of Economic Studies and Research 13, no. 2 (November 23, 2020): 37–50. http://dx.doi.org/10.24193/rvm.2020.13.59.
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While public speaking has been acknowledged as art due to the power it exerts in affecting people’s attitudes and beliefs, the relevance of the ability to persuade goes well beyond the area of oral communication. People need to persuade their peers on both personal and professional matters. Consequently, if we refer to the area we are particularly interested in, i.e. business, we may assume that persuasion is undoubtedly among the skills that students need to acquire in order to cope with the challenges which occur in various professional (and not only) contexts. Consequently, the aim of this paper is to explore the areas which require the use of persuasive strategies and to discuss the means by which business students could be enabled to acquire the ability to successfully use them. In the first part of the paper, the main theoretical aspects related to communication, business communication and persuasion will be discussed. In the second part of the paper, some strategies for developing persuasion skills among business students will be identified. Finally, conclusions on the best practices in dealing with persuasion in Business communication classes will be drawn.
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Chernyavskaya, Valeria. "Misplaced in Contexts, Lost in Meaning." Zeitschrift für Slawistik 65, no. 4 (October 30, 2020): 569–84. http://dx.doi.org/10.1515/slaw-2020-0026.
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SummaryThis paper focuses on the meaning-making process as embedded in the situation in which it takes place. It puts forward the key question of what kind of knowledge is relevant to understanding. Thus, there are three central notions in the framework discussed: context, contextualization and context change. The paper is formulated against the background of a theory of metapragmatics, and it is in line with interactional sociolinguistics, as well as cultural linguistics. The results and findings will contribute to the on-going methodological discussions on contexts and contextualization and demonstrate that under certain conditions some external factors may prove to be very strong and determinant. Politically loaded perception and construction of meanings may be decisive in foregrounding some meanings. The paper will show that the dominating political viewpoint in a certain period of time and place may act as a driving force which foregrounds certain meanings and manages a certain way of understanding of texts/utterances. Contextualization can go wrong, and misplacing utterances in contexts may lead to social misunderstandings. As a conclusion, it is stressed that further investigation of context change is a valuable heuristic approach in the metapragmatic and discourse sensitive dimension in linguistic analyses. Conclusions about the samples under discussion can also motivate a deeper consideration of social effects of misunderstandings to protect us from conflicts.
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Papalexi, Marina, David Bamford, and Liz Breen. "Key sources of operational inefficiency in the pharmaceutical supply chain." Supply Chain Management: An International Journal 25, no. 6 (June 17, 2020): 617–35. http://dx.doi.org/10.1108/scm-02-2019-0076.
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Purpose This study aims to explore the downstream pharmaceutical supply chain (PSC) and provides insight to the delivery process of medicines and associated operational inefficiencies. Design/methodology/approach An exploratory, qualitative approach was adopted to examine PSC inefficiency within two European contexts, namely, the UK and Greece. Data was gathered through interviews and a thematic analysis conducted to analyse the data and identify challenges faced by both supply chains(SCs). Findings The medicines delivery system needs to be enhanced in terms of quality, visibility, speed and cost to perform effectively. The findings demonstrated that although the healthcare SCs in the two European contexts have different operational structures, the results are in concordance with each other. Financial, communication, waste and complexity issues were the major concerns. Research limitations/implications To the knowledge this is the first study to examine aspects of the medicines SC via a cross-case analysis in the UK and Greece and extends the body of knowledge. A broader sample of responses is warranted to further validate these findings. Practical implications The study outputs can inform pharmacies’ strategic to instigate targeted improvement interventions. The implications of which may be extrapolated further to other European healthcare organisations. Originality/value This research contributes to the academic literature by adding further theoretical insights to SC strategy development, especially those that have been characterised as highly complex. The study identifies four key areas of intervention needed within this SC (in both countries) to promote higher level efficiencies and effectiveness.
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Svensson, Anna-Karin. "THE IMPORTANCE OF ‘SIGNIFICANT OTHERS’ IN BRIDGING THE GAPS BETWEEN DIFFERENT READING CONTEXTS." Problems of Education in the 21st Century 76, no. 2 (April 15, 2018): 231–49. http://dx.doi.org/10.33225/pec/18.76.231.
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The current research is an in-depth study of four pre-service teachers’ own experience of reading in various contexts and for different reasons. The aim is to analyse what has been significant regarding reading in a life history perspective by the use of narratives. A socio-cultural perspective on reading is used as analysis tool. The over-arching result from analysing pre-service teachers’ narratives is that reading is a relational process regardless of the context reading takes place in. The emerging themes allow a deeper understanding on critical aspects for developing reading in various contexts and at different levels. Significant others seem important in every reading practice, from new readers in primary school to pre-service teachers’ reading at university level. The narratives reveal a need for bridging the gaps that arise between the reading practices in the various contexts that students meet in school and university. Key words: pre-service teachers’ narratives, reading contexts, reading trajectories, significant others.