Literatura científica selecionada sobre o tema "Posture of openness"

Abstract Expansive body posture is the most commonly studied and widely described in psychological literature. For many years, expansive posture was universally identified as a pose of power, but more recent research has revealed that the link between expansive posture and power may be moderated by gender, culture or even contextual cues. Our findings show that with little variation added to expansive posture it does not necessarily lead to the sense of power, and may actually trigger the opposite effect: a feeling of submissiveness. In three studies, persons assuming their body in a standing-at-attention posture were perceived as being more obedient (Experiment 1), thus participants who expanded their body in a standing-at-attention manner (although actually doing a non-obedient unrelated task) displayed greater compliance to requests (Experiment 2) and declared greater submissiveness toward social norms (Experiment 3). We discuss how the cultural and interpersonal context imprinted in specific body posture can modify the feedback of innate and universal body states.

Subsurface engineering projects with high socio-environmental impacts raise strong controversies among stakeholders, which often affects the projects’ implementation. These controversies originate from a loss of public confidence in the decision-making process, lack of information about new technologies, and the desire of some promoters to avoid conflict. The lack of methodologies to structure each stage of the debate can, in this context, lead to the crystallization of the stakeholders’ positions and to the failure of the project. To promote mutual understanding and constructive exchanges, this article presents a combination of methods based on psychosocial engineering principles to support debate and encourage stakeholders to participate with an openness posture. The method is based on a set of studies conducted as part of the “Social Governance for Subsurface Engineering” project and includes three stages: (1) develop stakeholders’ knowledge so that they are able to participate in the debate with an informed viewpoint; (2) commit stakeholders to participate in the debate by adopting a posture conducive to constructive exchanges; and (3) structure exchanges between stakeholders through the use of cooperative methods facilitating the adoption of an openness posture.

This study had two aims: to attempt to verify the construct validity of the measure of international posture—which refers to attitudes toward the international community—in foreign language education and to explore how international posture structurally relates to personality traits. A total of 163 Japanese undergraduate students participated in the study. To examine the first aim, exploratory factor analysis was conducted, followed by confirmatory factor analysis. Results of the exploratory factor analysis showed that three latent constructs were extracted from 23 items of the measure. Next, confirmatory factor analysis confirmed the constructs with the fit indices except the chi-square score. To investigate the second aim, structural equation modeling was used. It showed that two personality traits—openness to experience and extraversion—were strongly associated with international posture. Furthermore, our study indicated a second-order configuration structured in the verified measure in relation to the two personality traits.

Recently, Japanese medical students are expected to acquire a high degree of English proficiency with the tacit understanding that it will feature in their future profession through interactions with non-Japanese patients and/or engagement with medical research. However, to the best of our knowledge, the motivation of Japanese medical students to learn English as a second language (L2) has not been studied. Using quantitative and qualitative questionnaires, we investigated the L2 learning motivation of second-year Japanese medical students and the degree to which the students have international posture, i.e., their awareness and openness to internationalization. The results revealed that the students were primarily instrumentally and vocationally motivated; in other words, their chief motivation for L2 learning came from an understanding of the usefulness of L2 proficiency for their future profession. The results also showed that the students had strong international posture, as evidenced by a deep desire to communicate internationally and an understanding of the role of English as a tool for global communication. The findings suggest that, to sustain or improve L2 learning motivation, educators should employ study materials that are pertinent to students’ future needs and professions.

This article examines the integration of doctrine and spirituality in selections of the work of Rowan Williams. The contours of this integration are elucidated through attention to the ways that Williams critiques the notion, prevalent in several modern spiritualties, of a stable hidden self that is to be excavated through various forms of therapy. In place of this notion, Williams articulates a view of the self that is always in the process of becoming, and he does so by deploying resources drawn from the Christian theological tradition. Williams's theologically derived convictions about the self mesh nicely with his contemplative spirituality: a posture of silent attentiveness and patient openness to the presence of God and so also to other creatures.

The previous researchers have assumed that the impact of the Silla’s pirate case caused in 896 drove Japanese society lost its diplomatic openness. However, I cannot accept the causality between the transformation of Japan’s posture and this case. In the former half of the 9th century, the cosmology which divided the entire Japan’s territory into two parts; pure and impure had formed. The process of its formation synchronized with the process the new emperor’s image, “inactive” and “hidden”, had formed during the emperor Saga’s reign. The Silla’s pirate case was therefore not cue but outcome of the transformation of the recognition. This paper demonstrates the necessity making clear the background of the transformation of Japan’s recognition on foreign countries from the perspective of the change of the cosmology.

This article aims to answer the main question raised – is Rorty’s moral philosophy possible? To what extent is it possible to treat it as an authentic theory? Rorty’s criticism of Kant and the Kantians, as one of the key points of contemporary moral philosophy, determines the posture in the moral domain and provides a certain place in discourse. The article states that, despite the fact that Rorty’s moral philosophy is not based on a particular theoretical concept, it can be considered as a fragmented whole consisting of several parts, one of which is the agent’s openness to the choice of moral identity. At the same time, we will critically question the position of Rorty himself – while maintaining the suspicion towards the sources of moral knowledge, he maintains an insufficient distance with one of his own sources of moral knowledge, namely historical progress.

Abstract Communitarians and public theologians alike tend to discuss the church’s identity as a clearly demarcated community separated from the world or public life, each defining publicness as something that is found outside the church. It is a more likely argument that publicness is already present in the congregation as a place of difference: it is possible for the particulars of the community to interact, engage, and mutually benefit the various social realms present in and through the congregants. This public identity renders engagement with the public an unavoidable reality and provides an opportunity for the congregation to become a fruitful space for the work of public theology by embracing this reality through the development of a public posture of openness, accessibility, and accountability, which would improve both the church’s internal ministry and its ministry in the world beyond its community.

This research tries to evaluate the extent to which local culture impacts the financial management of villages. This research was done using a qualitative methodology. The author of this research collected data via observation, interviews, and documentation. These methods allow the author to have an intimate awareness of the field's circumstances. According to the findings of this research, the local administration has a comprehensive awareness of the cultural norms and values of the community. The incorporation of regional cultural norms into village financial management has a good effect. This is carried out to deter dishonesty, illegal activity, and greed. The administrative officials of the village are able to conduct themselves in a more fair and trustworthy manner while maintaining a tough and responsible posture. Since the principles of openness, accountability, and participatory management have been adopted, the administration of the fund has been very effective.

The purpose of the research is to describe the methods of multicultural values implanting for early students in madrasah ibtidaiyahs on MWCNU LP Ma’arif Kraksaan subdistrict. The method that used to succeed the implanting of multicultural values are story telling, playing, study tour, inuring, modelling and reading poems. The most used method is story telling and inuring. The using of those methods are to give mutual understanding for the multicultural values such as openness, humanity, tolerance, mutually help, justness, equality and brotherhood, good thought, and have a great affection to the nation. By using those methods, the students behaviour could be changeable from refusing the others that differents become accepting and friendly with the others. The constrains also appear while impalnting multicultural values, such as the lack of knowledge in story telling techniques media used by teachers, the inconsistency of posture in school and the circumstances where the students live.

Les émissions de gaz à effets de serre d’origine anthropique sont reconnues comme l’un des principaux facteurs contribuant au réchauffement climatique. L’une des solutions mise en avant consiste à mobiliser les technologies permettant de capter une quantité significative de CO2. Or, ces projets affectant le sous-sol suscitent de plus en plus de questions de la part des parties prenantes de la société civile. Ainsi, dans ces projets les espaces de dialogue sont le théâtre de conflits qui peuvent se cristalliser et stopper net le débat. Pour que le débat favorise la compréhension mutuelle et les échanges constructifs, nous proposons d’accompagner le débat pour favoriser un engagement de chacune des parties prenantes à participer en adoptant une posture d’ouverture. Pour atteindre cet objectif, deux axes de recherches ont été mobilisé : (1) engager les parties à venir au débat en adoptant une posture d’ouverture et (2) structurer les échanges entre parties prenantes lors du débat par la création d’un contexte social favorisant la mise en place effective des comportements d’ouverture. Les résultats ont, d’une part, montré la pertinence de l’acquiescement Répété pour développer la participation et préparer les parties prenantes à adopter une posture d’ouverture et d’autre part, montré l’intérêt de la controverse coopérative pour permettre aux individus d’adopter la posture d’ouverture. Les résultats de cette thèse contribuent à la littérature sur l'accompagnement des grands projets relatifs à la transition énergétique en proposant des pistes d’analyses et d’actions pour accompagner les débats entre parties prenantes
Anthropogenic greenhouse gas emissions are recognized as one of the main factors contributing to global warming. One of the solutions put forward is to mobilize technologies that will allow a significant amount of CO2 to be captured. However, these projects affecting the subsurface are raising more and more questions from civil society stakeholders. Thus, in these projects, the spaces for dialogue are the scene of conflicts that can crystallize and stop the debate dead in its tracks. In order for the debate to promote mutual understanding and constructive exchanges, we propose to accompany the debate to encourage the commitment of each of the stakeholders to participate by adopting a posture of openness. To achieve this objective, two research axes were mobilized : 1) to engage the parties to come to the debate by adopting a posture of openness and (2) to structure the exchanges between stakeholders during the debate by creating a social context that favors the effective implementation of openness behaviors. The results have shown the relevance of Repeated Acquiescence to develop participation and prepare stakeholders to adopt an open-minded attitude, and the interest of cooperative controversy to allow individuals to adopt an open-minded attitude. The results of this thesis contribute to the literature on the accompaniment of major projects related to the energy transition by proposing paths of analysis and action to accompany the debates between stakeholders

This chapter x-rayed Nigeria's political and economic history from independence to date. Nigeria has been managed under four different paradigms: free market 1960-1972; socialist inclined; mixed economy, posture, structural adjustment, 1986-1994; and quasi-capitalist approach. Based on 39 multivariate time series data, econometric analyses reveal that foreign direct investment, domestic savings (GFCF) capital expenditure, private consumption, and economic openness made a positive and significant impact on the Nigerian economy. On the other hand, import, exchange rate, foreign debt, monetary management indicators, and reinterest rates had negative and significant impacts on the Nigerian economy during the period. The study therefore recommends that Nigeria adopt export focused policy, institute FDI-friendly policies, and improve on her good governance image. In summary, the study concluded that the Nigerian economy could have done better.

This chapter begins with Coke’s and Selden’s speeches on liberty of person in the wake of the Five Knights’ Case (1627). Here civil law and supra-legal principles, or the national and the universal, converge, in a way running parallel to the period’s engagements of the romance tradition, which historically claims common cultural ground for Western Christendom but becomes dominated in the seventeenth century by narrower concerns. This shift is visible in John Barclay’s Argenis, effecting an unlikely marriage of romance and raison d’état. That proves to be an influential model in the prose romances of the 1650s—considered most closely are Theophania and Sir Percy Herbert’s Cloria and Narcissus. In a way recalling Arendt’s remarks on nomos, likely a response to Schmitt, these romances of the 1650s solidify the social ties of a disempowered elite while displaying a unique and fleeting posture of openness on the question of sovereignty.

Each of these seven suggestions can make over your presen­tation skills, give your teaching a lift, and better engage your students. As you become more aware of these lifts, watch and listen for good examples in others. 1. Posture. With feet about shoulder width apart, gently and slowly bend forward as far as you can, rolling your spine downward as you go. Keep your body loose and flexible. Roll up slowly with the image that you are stacking your verte­brae one at a time. Continue lifting through your spine to the top of your head. This posture of tall (a different image from straight) is very powerful. When you are tall and relaxed, you appear confident, courageous, strong. Summon this posture when you want to present the best of yourself. 2. Eye expression. Intentionally soften the area around your eyes. Feel the relaxed openness of your eyes, as if you are breathing in softness. Then, intentionally harden your eyes to see the contrast. Watch yourself in the mirror to spot the dif­ferences. Teaching calls for both expressions. 3. Eye lingering. With soft eyes that welcome listeners as you teach or talk, allow your gaze to linger momentarily when you pose a question or make a statement. Eye lingering avoids a darting look that can project worry or lack of confidence. And eye lingering can offer nonverbal support to the person answering your question or listening to your voice. 4. Gestures. Most of us struggle with how to gesture as we speak. Especially when we teach, our gesturing can be mean­ingful, helping to convey confidence and caring about our topic. Notice others who demonstrate good gesturing. Try their techniques. Aim to use fluid movements rather than jerky ones. Show open hands with palms up. Remove hands from pockets. Sometimes holding a book or paper with one hand makes it comfortable to gesture with the other. 5. Voice projection. Speak to those in the back of the room. Learn to project without shouting. Be vocally expressive as you amplify your normal speaking voice. When listeners struggle to hear, their ability and incentive to learn are greatly diminished.

Chapter five includes a discussion of specific curricular interventions that can work toward getting students to think critically and to reflect deeply and broadly on what it means to be human. It highlights pedagogical approaches that allow students to see that the “real” scientific facts of biological disease cannot be separated from the existential reality of illness and that human beings always already dwell within their lived experiences, even before science and medicine inscribe their particular, abstract truths onto the body. Through exposure to patients’ stories—whether through narratives or face-to-face encounters—reflective writing, dialogue, and quality mentorship, students might come to appreciate the lived experience of illness, to expand their moral imaginations, and to develop a more capacious sense of care that is grounded within a recognition of our shared humanness and potential for suffering. This kind of pedagogy does not result in a “professionalism” that can be measured, quantified, and assessed, but rather a way of being in the world—a posture of openness toward others, an ability to face uncertainty, and the capacity to extend care to all patients even when “nothing else can be done.”

The chapters in this volume are intended as sources of generation, encouraging scholars and teachers to stretch their critical feminist imaginations toward discovery and possibility, revision and reinvention. This volume strives for an approach that is motivated by discovery, empathy, and excitement. In so doing, the chapters in this volume are not as interested in what secrets scholars can reveal hidden in the texts we read or what counter-ideologies authors have smuggled into their work—the orientation of a suspicious approach. Rather, the chapters in this volume are eager to explore modernist women writers and their work in order to imagine a fresh approach to modernism—the orientation of openness. Instead of excavating, defamiliarizing, and disrupting, the scholars included here intend to open, offer, and amplify. Moreover, the authors in this volume are committed to scholarly introspection: the orientation of openness through which they approach their examination of modernist women writers is also at play in their reflection on our collective feminist project, illustrating the political tensions that infuse our reading postures and writing processes.

I love universities. You just have to look at the posters stuck to walls and notice- boards. They add up to a picture of the good life—invitations to join sports teams, orchestras, social projects, new drama productions, and charity fund-raising stunts; together with public intellectuals giving guest lectures, performances by indie bands, and of course the occasional student protest against some injustice. I was on the receiving end of a few student protests myself over the years when I was minister for universities and science. Sometimes they were quite unpleasant, but usually well-intentioned young people just did not accept what I was trying to do or why. One incident captured what is special about university, even in those unpropitious circumstances. A group of perhaps forty protesters at Southampton University were shouting denunciations of the Coalition’s fees policy. I went over and tried to talk to them but they could not hear my replies so they lent me their loud-hailer to hear my argument better. Then I gave it back so they could broadcast their reply. They returned it to me again and so we carried on the exchanges. Their anger could not suppress their curiosity. It was really rather moving. The university is the institution which, above all, fosters and sustains such intellectual curiosity and openness. The university is the place where everything we think we know can be challenged and where new ideas are generated and transmitted to future generations so they will be better educated than us. A belief in the possibility of progress is one of the exceptional values of Western civilization and universities embody it because they operate at the intellectual frontier. It is why the university is one of the great institutions of the modern world—as important as the democratic legislature, an independent judiciary, or the joint stock company. The first part of the book is about how the university has grown to such importance and why it works the way it does. A medieval concept, the independent corporation, has proved to be extraordinarily well suited to one of the most important eighty-five or so major institutions which already existed in Europe five hundred years ago and still exist now, seventy of them are universities.

The cultural climate of Claude Debussy's formative years is represented by Paris, during the years of the legendary fin de siècle, in the last two decades of the 19th century, in which a remarkable artistic emulation, expression of numerous exhibitions, publications of posters, music performances, ballet or music-hall, the frequent meetings between artists wrote their history on the background of a radical change of an aesthetic conception. During this period, exhibitions of his own works initiated by painters from the original Impressionist circle, such as Pissaro, Monet, Degas, Renoir and Sisley, led, step by step, to the affirmation and recognition of Impressionism, which promoted a new vision of the world. A meeting with a decisive impact, at the level of the evolution of Claude Debussy's aesthetic vision, would be the one with Stéphane Mallarmé, one of the outstanding personalities of the symbolist French poetry. A few years later, Mallarmé's prose poem, Afternoon of a Faun, will provide the title and inspiration for one of Claude Debussy's most important works for orchestra. Thus, this artistic emulation found its unifying vector in the animus and common interest of overcoming artistic conventions, in the openness to novelty and exoticism, through the power of suggestion and evocation, in the freedom of expression to which Mallarmé or Laforgue's free verse urged, as an innovative form of a spirit that constantly seeks the mystery of life, evading the limits and patterns of an outdated academic tradition. Debussy's affinities in the field of painting will find their correspondence in the vision of the relationship between art and nature articulated by J.A. McNeill Whistler in his Ten O’Clock famous reading and William Turner, being considered the greatest mystery creator in whole art by the French composer. Thus, his work remains a testament to the mastery of his musical instinct to assimilate the essence of the visionary aesthetic ideas of the era, to translate them into artistic creations capable of communicating the sensitivity of his dreams and what he sees in his mind’s eyes. But Debussy's genius intuits the emancipatory power of music in recognizing and eluding description, narrative, or illustration as far too restrictive forms of artistic representation. So the French composer will affirm music on the evolutionary path of an aesthetic, which recognizes the importance of imagination and the vital need for freedom of expression as literary symbolism had generated the liberation of language from the usual uses and meaning of words.

In the present article - the archetypal meaning of the bird - cuckoo, a folkloric topos of wide distribution in the novelistic epic, with obvious sacred meanings and springs of maximum inner concentration, found expression. The image of the bird - cuckoo is present in several folklore texts, lyrical songs, ballad subjects, being placed in the context of ritual situations, with openness to new ontological dimensions, it expresses different postures of the human spirit, with an orientation towards a dramatic contemplation of human joints, of vital life problems. The cuckoo bird participates in the soul drama of the epic heroes, appearing as a messenger of deep feelings, feelings, inner turmoil and carries a symbolic and functional meaning at the same time, it is meant to deepen a vast spiritual universe, to express some springs fundamentals of human existence.

El objetivo de esta comunicación es presentar algunas prácticas feministas que han hecho uso de las tecnologías en los museos de México, así como reflexionar en torno a la soberanía digital, los derechos culturales que se ejercen en las redes sociales y si estos se inscriben en la “internet feminista” desde los museos.En los últimos años, los movimientos feministas en México han tomado relevancia política, en ámbitos públicos y de intervención social. Muchas de ellas, han sido juzgadas negativamente por hacer uso de bienes culturales, lo cual ha desencadenado opiniones polarizadas.Si bien, la postura de los museos mexicanos a este respecto es reservada, existe una apertura a prácticas con perspectiva de género, desde sus investigaciones, oferta cultural y exposiciones temporales. Con las medidas de confinamiento derivadas del COVID-19, quedó claro que las estrategias de los museos para continuar sus actividades, se centraron y volcaron en las Redes Sociales y sus páginas web. Asimismo, se lograron continuar no solo con las prácticas con perspectiva de género que incipientemente se realizaban en estos espacios, si no que se incrementaron los contenidos de corte feminista y de acción política cultural.Entre los ejemplos más notables estuvieron la apertura de nuevos espacios virtuales como lo hizo el Museo Universitario de Arte Contemporáneo, con su Instagram Brillantinas MUAC, en donde se publican diversos materiales feministas desde la cultura y se ínsita al diálogo y la profundización de varios temas con perspectiva de género.Por otro lado, la actividad digital y cultural a raíz de la Conmemoración del Día Internacional para la Eliminación de las Violencias contra las Mujeres, fue adoptada por una gran cantidad de museos desde privados hasta estatales, ya sea con una mención al tema o una actividad o serie de actividades al respecto. Fue un ejercicio que trascendió a los 10 días de activismo y que obtuvo una interesante respuesta tanto negativa como positiva dentro de los públicos.Finalmente, uno de los ejercicios más interesantes que se lograron a pesar de las dificultades por la situación sanitaria, fue la iniciativa “Laboratoria: Mujeres en el Museo” lanzada por el Observatorio Raquel Padilla del Instituto Nacional de Antropología e Historia, que por medio de diversas herramientas digitales, se pudo llevar a cabo un ejercicio feminista y de soberanía digital en la elaboración de prototipos con perspectiva de género y para la prevención de las violencias contra las mujeres.-------- The objective of this communication is to present some feminist practices that have made use of technologies in museums in Mexico, as well as to reflect on digital sovereignty, the cultural rights that are exercised in social networks and if they are registered in the "Feminist internet" from museums.In recent years, feminist movements in Mexico have taken on political relevance, in public spheres and social intervention. Many of them have been judged negatively for making use of cultural property, which has triggered polarized opinions.Although the position of Mexican museums in this regard is reserved, there is an openness to practices with a gender perspective, from their research, cultural offerings and temporary exhibitions. With the confinement measures derived from COVID-19, it was clear that the museums' strategies to continue their activities were focused and turned over to Social Networks and their web pages. Likewise, it was possible to continue not only with the practices with a gender perspective that were incipiently carried out in these spaces, but also the contents of a feminist nature and of cultural political action were increased.Among the most notable examples were the opening of new virtual spaces such as the University Museum of Contemporary Art, with its Instagram Brillantinas MUAC, where various feminist materials from culture are published and the dialogue and the deepening of various issues are encouraged. gender perspective.On the other hand, the digital and cultural activity as a result of the Commemoration of the International Day for the Elimination of Violence against Women, was adopted by a large number of museums from private to state, either with a mention of the subject or an activity or series of activities in this regard. It was an exercise that transcended 10 days of activism and that obtained an interesting negative and positive response from the public.Finally, one of the most interesting exercises that were achieved despite the difficulties due to the health situation, was the initiative "Laboratory: Women in the Museum" launched by the Raquel Padilla Observatory of the National Institute of Anthropology and History, which through various digital tools, it was possible to carry out a feminist exercise and digital sovereignty in the development of prototypes with a gender perspective and for the prevention of violence against women.