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Статті в журналах з теми "Organising concepts"
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Dessen Jankell, Lotta, Johan Sandahl, and David Örbring. "Organising concepts in geography education: a model." Geography 106, no. 2 (May 4, 2021): 66–75. http://dx.doi.org/10.1080/00167487.2021.1919406.
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Kollias, Phivos-Angelos. "The Self-Organising Work of Music." Organised Sound 16, no. 2 (June 28, 2011): 192–99. http://dx.doi.org/10.1017/s1355771811000148.
Повний текст джерелаАнотація:
In this paper, I will focus on the musical work as a self-organising entity within a systemic framework. In particular, two significant and inter-related systemic concepts will be mentioned: self-organisation and open system. Firstly, I shall explain the two concepts within the context of systems thinking with reference to a graphical model of second-order cybernetics. This section will conclude with a discussion of the difference between natural and artificial self-organising systems. I will then extend the systemic perspective, describing what I call self-organising music, and discussing my algorithmic composition Ephemeron as a case study.
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Gram, Lu, Joanna Morrison, and Jolene Skordis-Worrall. "Organising Concepts of ‘Women’s Empowerment’ for Measurement: A Typology." Social Indicators Research 143, no. 3 (October 11, 2018): 1349–76. http://dx.doi.org/10.1007/s11205-018-2012-2.
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Jiang, Jonathan Qian, and Renata Jadresin Milic. "Discussing Methods and Methodologies: Chinese Architectural History – Concepts and Organising Principles." Asylum, no. 1 (December 29, 2024): 269–76. https://doi.org/10.34074/aslm.2024108.
Повний текст джерелаАнотація:
This paper aims to analyse the methods used in the existing literature on architectural history that introduce the characteristics of Chinese architecture. The investigation sought to address the research question: How might the characteristics of Chinese architecture be methodically classified and systematically organised to encourage creativity and innovation for architecture students?Following a preliminary discussion, three seminal architectural history books formed the core foundation of this study. One significant finding from the review is that no single method of categorisation can comprehensively illustrate the entire history of Chinese architecture. All systems of classification present a process and effort to balance the need for in-depth knowledge and the demand for a holistic overview. The paper proposes an ‘integrated system’ to systematise and present the subject to architecture students as a possible answer to the question posed in this study. This paper hopes to contribute to the current and ongoing local and international debate on the pedagogy of architectural history.
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Zaretsky, V. K., and A. B. Kholmogorova. "Pedagogical, Psychological And Psychotherapeutic Help In Overcoming Learning Difficulties To Facilitate Development." Консультативная психология и психотерапия 25, no. 3 (2017): 33–59. http://dx.doi.org/10.17759/cpp.2017250303.
Повний текст джерелаАнотація:
The paper discusses theoretical foundations for organising the work and interaction of various specialists who help children with learning difficulties (teachers, counsellors, therapists). The multidimensional model of the zone of proximal development based on cultural-historical psychology and developed in the theoretical framework of the Reflection and Activity Approach is proposed to be such a basic value. We connect different types of help to various developmental dimensions and consider them as technologies to enhancing the client’s development. We elaborate on the essence of such concepts as collaboration, zone of proximal development, agency, reflection, and problem’s epicentre. We present different ways of operational use of these concepts as applied to helping children with learning difficulties. The concept of double resource that we propose is important for developing new techniques of working within the zone of proximal development; it is this basis that certain technologies of organising the client’s reflection are relying on. We provide examples of counselling children using this approach.
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Popov, Vitaly, Oksana Muzyka, and Oksana Kholina. "Intersubjectivity levels in organising everyday social life of individuals with disabilities." E3S Web of Conferences 420 (2023): 06001. http://dx.doi.org/10.1051/e3sconf/202342006001.
Повний текст джерелаАнотація:
The article institutionalises a variety of approaches to comprehension, interpretation and understanding of the concepts of constructing an inclusive society (society of inclusion) with a focus on the study of everyday reality of people characterised by various restrictions on the conditions of their life (limited needs, disabilities, persons with disabilities). It is shown that the use of concepts and categories of modern philosophy allows to integrate complexes of ideas about specificity of subjective time of people with disabilities in the world of everyday life of included society with priority use of phenomenological characteristics of intersubjectivity and intensional-temporal coordination. The concept of intersubjectivity is seen in the broad context of cognitive subject's constituting other subjects as conscious objects through intensionality, using internal experience, interpretation and comprehension of person's own individual being. The aim of the article is to investigate the formation of everyday life of individuals with disabilities in the space of levels of intersubjectivity of the inclusive society. The research methodology is based on philosophical, multidisciplinary and pedagogical complexes which allow demonstrating heuristic and expressive possibilities of conceptual apparatus used at different levels of intersubjectivity as a basic characteristic of subjective time of a person with disabilities in the inclusion society. The results and conclusions are of practical importance in solving socio-cultural and philosophical problems of conceptual and methodological nature. They show the peculiarities of application of temporal concepts in the context of constructing the social field of communication and life of individuals with disabilities.
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Abed, Riadh, Agnes Ayton, Paul St John-Smith, Annie Swanepoel, and Derek K. Tracy. "Evolutionary biology: an essential basic science for the training of the next generation of psychiatrists." British Journal of Psychiatry 215, no. 6 (June 4, 2019): 699–701. http://dx.doi.org/10.1192/bjp.2019.123.
Повний текст джерелаАнотація:
SummaryEvolutionary science can serve as the high-level organising principle for understanding psychiatry. Evolutionary concepts generate new models and ideas for future psychiatric study, research, policy and therapy. The authors accordingly make the case for the inclusion of evolutionary biology in the postgraduate education of psychiatric trainees.
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Schäfer, Andrea, Stuart Khan, and Michael Muston. "Integrated Concepts in Water Recycling 2005 Conference Summary from the Organising Committee." Desalination 187, no. 1-3 (February 2006): ix—xv. http://dx.doi.org/10.1016/j.desal.2005.12.001.
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Schäfer, Andrea, Stuart Khan, and Michael Muston. "Integrated Concepts in Water Recycling 2005 Conference Summary from the Organising Committee." Desalination 188, no. 1-3 (February 2006): ix—xv. http://dx.doi.org/10.1016/j.desal.2006.01.002.
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DANYLCHENKO, Vitalii. "Concepts, signs and types of bookmaking activity." Economics. Finances. Law 6/2024, no. - (July 31, 2024): 79–83. http://dx.doi.org/10.37634/efp.2024.7.15.
Повний текст джерелаАнотація:
The paper notes that sports betting has been popular since the days of Ancient Rome. Fans would place bets on their favourite player or team, and if they won, they would receive a prize. It is worth noting that not only the Romans were known for their love of gambling, it was also popular in ancient Egypt, China, Japan, and India. In many cases, gambling was regulated or banned depending on the cultural and moral values of the society. The legacy of the love of gambling can be traced even today in various types of activities. The paper provides a detailed analysis of scientific and legislative approaches to the definition of the concept of "betting activity". Based on the results obtained, the author proposes his own definition, according to which: "bookmaking activity is the activity of organising and conducting events in which a player bets on the outcome of events that are to take place and the outcome of which is difficult to predict, and the organiser of the game (bookmaker/bookmaking organisation) undertakes, in case of winning, to pay the players an amount that depends on the bet made by the player". The paper also identifies and analyses in detail the signs of bookmaking activities. The main features are as follows: 1. The purpose of the activity is to make a profit; 2. The content of the activity is the provision of services for organising and conducting betting; 3. Obligatory availability of a permit (licence) to conduct such activities; 4. Risky nature. Special attention is paid to the study of the subjective composition of legal relations. The concept and characteristics of players and organisers of betting activities are studied. As a result of the study, the author concludes that betting activity is a special type of entrepreneurial activity which has its own peculiarities, taking into account the specifics of its implementation.
Дисертації з теми "Organising concepts"
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Archimbaud, Emma. "Influences de collectifs d'enseignants sur les pratiques individuelles : la résolution de problèmes mathématiques à l'école." Electronic Thesis or Diss., Université Paris Cité, 2024. http://www.theses.fr/2024UNIP7041.
Повний текст джерелаАнотація:
L'institution scolaire n'a de cesse que d'inciter au travail collectif des enseignants, notamment à des fins de développement tout au long de la carrière, et au-delà de la seule transmission d'un héritage culturel professionnel. En témoignent les dispositifs de formation continue en « constellations » inspirés des lesson studies et récemment mis en place dans les écoles, ou les nouvelles responsabilités des directeurs d'école, tenus de coordonner et de gérer les « équipes » éducatives. En se concentrant sur l'enseignement de la résolution de problèmes mathématiques à l'école, cette recherche vise à documenter les effets possibles des activités d'enseignants au sein de collectifs sur le développement de leur pratique. En appui sur un cadre théorique empruntant à la didactique des mathématiques (Robert & Rogalski, 2002) et à la didactique professionnelle (Pastré, 2011), les pratiques des enseignants sont analysées pour leurs composantes cognitives et médiatives desquelles découle la construction des connaissances mathématiques des élèves, mais aussi pour leurs dimensions sociale, institutionnelle et personnelle qui sous-tendent l'exercice du métier. Trois collectifs ont fait l'objet d'un suivi longitudinal conduisant à documenter les processus d'influence sur la pratique de leurs membres : un collectif affinitaire composé de professeures débutantes ; un collectif constitué pour une année scolaire à l'occasion d'une formation continue en constellation ; et un collectif formé dans le cadre d'un « lieu d'éducation associé », dispositif inspiré des recherches collaboratives. Une analyse approfondie des pratiques de trois enseignants par collectif a été conduite. La complexité de l'activité de résolution de problèmes mathématiques et l'absence de consensus quant à son enseignement ont entraîné de riches échanges au sein des collectifs. Les enregistrements audio et vidéo des rencontres entre les membres et de séances d'enseignement en classe constituent, avec les entretiens d'auto-confrontation et semi-directifs réalisés, le corpus de cette recherche. Les analyses des pratiques d'enseignement qui ont été conduites convoquent la notion de « vigilance didactique » développée en didactique des mathématiques (Butlen et al., 2010) et conduisent à l'interroger par sa mise en relation avec le modèle de « double régulation de l'activité » (Leplat, 1997 ; Rogalski, 2008). Ces analyses contribuent également à la mise au jour de concepts organisateurs des pratiques, tels que développés en didactique professionnelle (Pastré, 2011). Les résultats obtenus montrent que les spécificités de chaque collectif - leur origine, leur durée, les modalités d'organisation, etc. - conduisent à une variabilité inter-collectifs des influences sur les pratiques. Des contrastes intra-collectif apparaissent aussi selon les parcours des enseignants, leur rapport aux mathématiques, leur conception de l'enseignement de cette discipline, etc. Nos résultats mettent également au jour des évolutions similaires concernant, par exemple, le recours à différents registres sémiotiques pour soutenir la compréhension des problèmes par les élèves, en particulier un usage accru de la schématisationSchools are constantly encouraging teachers to work together, particularly for the purpose of career-long development, beyond the mere transmission of a professional cultural heritage. This is illustrated by the "constellation" in-service training schemes inspired by lesson studies that have recently been introduced in schools, and the new responsibilities of school headmasters, who are required to coordinate and manage educational "teams". By focusing on the teaching of mathematical problem solving in schools, this research aims to document the possible effects of teachers' activities within collectives on the development of their practice. Based on a theoretical framework borrowing from the didactics of mathematics (Robert & Rogalski, 2002) and professional didactics (Pastré, 2011), teachers' practices are analysed for their cognitive and mediative components, from which the construction of pupils' mathematical knowledge stems, but also for their social, institutional and personal dimensions, which underpin the practise of the profession. Three groups were monitored longitudinally in order to document the processes influencing their member's practice : an affinity group made up of beginner teachers ; a group formed for one school year as part of "constellation" in-service training ; and a group formed as part of an "lieu d'éducation associé", a system inspired by collaborative research. An in-depth analysis of the practices of three teachers per group was carried out. The complexity of the mathematical problem-solving activity and the lack of consensus about how it should be taught led to rich exchanges within the groups. The audio and video recordings of meetings between the members and of classroom teaching sessions, together with the self-confrontation and semi-structured interviews conducted, form the corpus of this research. The analyses of teaching practices that have been carried out call upon the notion of "didactic vigilance" developed in mathematics didactics (Butlen et al., 2010) and lead us to question it by relating it to the model of "double regulation of activity" (Leplat, 1997; Rogalski, 2008). These analyses also contribute to uncovering concepts that organise practices, as developed in professional didactics (Pastré, 2011). The results show that the specific features of each collective - its origin, duration, organisational arrangements, etc. - lead to inter-groups variability regarding how practices were influenced. Intra-group contrasts also emerge depending on the teachers' backgrounds, their relationship with mathematics, their conception of the teaching of this subject, etc. Our results also reveal similar trends concerning, for example, the use of different semiotic registers to support pupils' understanding of problems, in particular the increased use of schematisation
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Kovács, Frank Zoltan. "The covenant concept as an organising principle in Luke–Acts / Frank Zoltan Kovács." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7619.
Повний текст джерелаАнотація:
Thematic interrelation is an underdeveloped field of inquiry in Lukan studies. The
design and elegance of Lukan theology begs for guided investigation into a possible
system of organisation that governs history and theology, that is, narrative and theme.
Based on the Greimasian Actantial Model, morpho–syntactical structural–critical
analysis of Luke and Acts reveals that the covenant concept in its operative aspect of
service functions as an organising principle, structuring the narratives and facilitating
thematic interrelation.
A survey of representative Lukan research consisting of five methodologically
determined approaches shows a commonality regarding Lukan purpose. These all share
the “plan of God” as a fundamental concept, thus intimating its plausibility as a
common organisational principle in the text. This observation encourages further
analysis of Lukan narrative and meta–narrative as relevant subject matter.
Investigation into the purpose and goals of Ancient Jewish and Ancient Greek literature
suggests that the concepts of piety/holiness and justness combined with a notion of
divine order and expectation demonstrates organisational capacity.
Under the terms and conditions of the Old Covenant three non–exclusive
themes/concepts hold organisational functionality and ability to facilitate thematic
interrelation: Exodus typology, the covenant concept and the eschaton idea. Exodus
typology connects narrative with theme, developing Israel’s story. The covenant idea
frames stories using parallelism and gives the meta–story progression. The eschaton
idea presents the Day of YHWH as an organisational principle guiding the story of
judgment to restoration. It is observed that the covenant concept is the most prevalent
of these themes/ideas.
Assuming the conceptual unity of Luke and Acts and adopting a morpho–syntactical
structuralist approach, it was observed that the covenant concept in its operative aspect
of service occurred as Helper at ten places, determining the development and structure
of the meta–narrative. According to the Greimasian Actantial Model, Israel failed to
fulfil its covenant–based mandate to serve God and shine God’s light of mercy to the
nations. Jesus, Israel’s new Helper, becomes the Subject and by his covenant–based
ministry, characterised as the greatest service, resolves the problem that prevents Israel
from carrying out its divine mandate and sets the stage for its fulfilment. In Jesus Israel
is given new leaders, an ethical platform of discipleship and the Holy Spirit. The
apostle Paul as the epitomised and exemplary witness and servant of Jesus fulfils what
Israel could not. He is vindicated in righteousness and shares in the Isaianic ministry of
Jesus, to bear witness to leaders and to shine God’s light to the nations. Paul is
unhindered in this ministry. Additionally, in thematic–critical terms, the key placement
of the covenant concept in its operative aspect of service at plot–defining junctures
features its catalytic dynamic as a “template” concept advancing the re–conceptualising
of themes and providing a platform for meaningful relation.
The evidence thus suggests that the covenant concept in its operative aspect structures
the conjoined narratives of Luke and Acts. It also provides a basis for relation between
the divine and humans in the context of the history of God’s salvation, linking history
and theology, and makes possible a discernible means to thematic interrelation.Thesis (Ph.D. (New Testament))--North-West University, Potchefstroom Campus, 2011.
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Fletcher, David Mark. "Organising experiences through activity : a comparison of aviation and medical professionals' concept of safety." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/39868.
Повний текст джерелаАнотація:
This thesis examines the concept of safety in two groups of professionals working in the fields of aviation and medicine. These professional activities are uniquely structured but have been compared in the literature as having certain similar characteristics. However, recent attempts at strengthening patient safety by transferring methods from aviation have had only a small effect, with evidence suggesting that professional engagement has been poor. One possibility is that there are large disparities in conceptual understanding about safety across these groups. This was derived from socio-cultural theories of knowledge showing how collective experiences are formed into meaningful categories through situated learning and structured internally through semiotic mediation. A cross cultural comparison of the safety concept was carried out using linguistic data to capture the concept. Forty-one interviews were conducted with participants across two groups comprising senior airline pilots and hospital consultants. Grounded theory analysis was used to code and analyse the da-ta. Taxonomic structures of the two safety concepts, comprising their main semantic sub-categories, are presented, along with models explaining their internal relation-ships. In aviation, a core category of control was identified involving principles of stability, invariance, and causal attribution. This is dominated by the sub-categories of institutional control and personal autonomy, which are mediated by the availability of information and predictability of events. In the medical sample a core category of clinical success was revealed. This encompassed overall quality of outcomes based on Bayesian thinking about different risks along possible treatment paths. The thesis shows how conceptual knowledge is formed through mediational means within the context of specific purposive activities. A tentative theory of conventionalisation is proposed to explain why top-down interventions for transferring practices between cultures fail when differences between key concepts are large. Interventions, such as change laboratories to scaffold learning towards re-conceptualisation are recommended.
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Rumbell, Timothy. "Self organisation and hierarchical concept representation in networks of spiking neurons." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/1578.
Повний текст джерелаАнотація:
The aim of this work is to introduce modular processing mechanisms for cortical functions implemented in networks of spiking neurons. Neural maps are a feature of cortical processing found to be generic throughout sensory cortical areas, and self-organisation to the fundamental properties of input spike trains has been shown to be an important property of cortical organisation. Additionally, oscillatory behaviour, temporal coding of information, and learning through spike timing dependent plasticity are all frequently observed in the cortex. The traditional self-organising map (SOM) algorithm attempts to capture the computational properties of this cortical self-organisation in a neural network. As such, a cognitive module for a spiking SOM using oscillations, phasic coding and STDP has been implemented. This model is capable of mapping to distributions of input data in a manner consistent with the traditional SOM algorithm, and of categorising generic input data sets. Higher-level cortical processing areas appear to feature a hierarchical category structure that is founded on a feature-based object representation. The spiking SOM model is therefore extended to facilitate input patterns in the form of sets of binary feature-object relations, such as those seen in the field of formal concept analysis. It is demonstrated that this extended model is capable of learning to represent the hierarchical conceptual structure of an input data set using the existing learning scheme. Furthermore, manipulations of network parameters allow the level of hierarchy used for either learning or recall to be adjusted, and the network is capable of learning comparable representations when trained with incomplete input patterns. Together these two modules provide related approaches to the generation of both topographic mapping and hierarchical representation of input spaces that can be potentially combined and used as the basis for advanced spiking neuron models of the learning of complex representations.
Книги з теми "Organising concepts"
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Gore, Clare Walker. Plotting Disability in the Nineteenth-Century Novel. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474455015.001.0001.
Повний текст джерелаАнотація:
This book examines the vital narrative work performed by disabled characters in the Victorian novel. By plotting disabled characters across the field of nineteenth-century fiction via Dickensian melodrama, Wilkie Collins’s sensational mysteries, domestic fiction by Charlotte M. Yonge and Dinah Mulock Craik, and realist works by George Eliot and Henry James, it demonstrates the centrality of disability to the Victorian novel, and shows how attention to disability sheds new light on texts’ arrangement and use of bodies. It also traces how the representation of the disabled body shaped and signalled different generic traditions in nineteenth-century fiction, and explores how shifting attitudes to disability have affected the critical reception of nineteenth-century novels. This study establishes that disability was in itself a major preoccupation for nineteenth-century novelists, but also argues that it was a concept which enabled them to test the possibilities and limitations of the marriage plot, to explore questions of social and narrative justice, and to probe the connection between embodiment and identity. The nineteenth-century novel threw open the question of who might be worth writing about: this book uses disabled characters as test cases who push the limits of the novel’s inclusivity, and lay bare its organising structures. By showing that categorising characters according to their embodiment has been as vital to the organisation of novels as the dis/ability system is to the organisation of society, this study shows how disability can provide a new vantage point from which to narrate the story of the nineteenth-century novel.
Частини книг з теми "Organising concepts"
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Brownsword, Roger. "Organising concepts." In The Future of Governance, 103–13. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003507802-18.
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Köhler, Thomas, Christoph Lattemann, and Jörg Neumann. "Organising Academia Online." In Progress in IS, 11–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66262-2_2.
Повний текст джерелаАнотація:
AbstractResearch on organisational arrangements of scholarly networks in both e-learning and e-research is located at the intersection of different theoretical justifications and developmental contexts such as organisational theory, computer science, education science and media informatics. However, there is still a lack of research on the organisational context of e-learning arrangements and its impact on collaboration in academic communities. E-learning research shows that the integration of electronic media in scientific communities negatively impacts their effectiveness and causes conflicts within communities. Research networks however are far less investigated as there is not direct didactic focus on how to collaborate. Recent theories on organisational design, virtual organisations and governance provide concepts for organising e-collaboration more effectively. Managerial instruments such as direct control of results and behaviours need to be supplemented or even replaced by concepts of social control; typically trust and confidence become the central mechanisms for the new forms of inter- and intra-organisational coordination. This paper starts with concepts. Then, to exemplify the organisational coordination mechanisms in scholarly e-communities, the authors critically discuss and reflect on these organisational arrangements and managerial concepts for two higher education portals and one research network in Germany. The conclusion is that, just as previous research has confirmed for educational networks, governance within academic networks relies heavily on the functionality of social and communicative forms of control.
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De Wolf, Tom, and Tom Holvoet. "Emergence Versus Self-Organisation: Different Concepts but Promising When Combined." In Engineering Self-Organising Systems, 1–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11494676_1.
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Embury, Suzanne M., Martin Borizanov, and Caroline Jay. "Red-Green-Go! A Self-Organising Game for Teaching Test-Driven Development." In Agile and Lean Concepts for Teaching and Learning, 415–41. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2751-3_19.
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Laskar, Pia. "Pink Porn Economy: Genealogies of Transnational LGBTQ Organising." In Pluralistic Struggles in Gender, Sexuality and Coloniality, 177–207. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47432-4_7.
Повний текст джерелаАнотація:
Abstract Studying pre-2000s pink porn magazines reveals the importance of politics in-between in the development of LGBTQ transnational organising in the twentieth century. The usual historical narratives of LGBTQ politics in the North are based on medical or legislative documents or on self-identified queers’ descriptions of their own interactions with these discourses. However, these discourses and data only capture parts of how twentieth-century queers developed sexual subjectivity, became nationally and transnationally organised, and conducted sexual politics. This chapter uses Claire Colebrook’s (Understanding Deleuze. Australia: Allen and Unwin, 2002) feminist engagement in Deleuze’s and Guattari’s concept device to discuss transnational political networks that rhizomatically connected the makers, disseminators and subscribers of male same-sex porn magazines produced in Denmark and Sweden between 1960 and 1980. The concepts enable an analysis of the messy entanglement of desire, subjectivity processes, consumption, organising and activism, and of the shaping of certain queer communities of belonging while also excluding others. The application of gender analysis to the entanglement of pink porn economies in queer transnational networks sheds a genealogical light on the historical division between the emergence of vis-à-vis lesbian and gay networks and politics—and on the tensions between them regarding so-called positive or negative sexual rights in the decades to come.
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Klüver, Jürgen. "Modelling science as an adaptive and self-organising social system: Concepts, theories and modelling tools." In Computer Simulations in Science and Technology Studies, 15–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/978-3-642-58270-7_2.
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Corchado, Emilio, and Colin Fyfe. "Progressive Concept Formation in Self-organising Maps." In Computational Methods in Neural Modeling, 326–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-44868-3_42.
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Anders, Gerrit, Hella Seebach, Jan-Philipp Steghöfer, Wolfgang Reif, Elisabeth André, Jörg Hähner, Christian Müller-Schloer, and Theo Ungerer. "The Social Concept of Trust as Enabler for Robustness in Open Self-Organising Systems." In Trustworthy Open Self-Organising Systems, 1–16. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29201-4_1.
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Walters, Shirley. "«Professors of the Street»: Cognitive Justice in Times of ‘Crisis’." In Adult Education and Social Justice: International Perspectives, 239–53. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0253-4.25.
Повний текст джерелаАнотація:
Arundati Roy (2020) states that historically pandemics have forced humans to break with the past and imagine their world anew. This chapter, set in the COVID-19 pandemic, centres the importance of cognitive justice which is an essential part of the struggles for justice against domination. Cognitive justice is used as a lens to explore the case story of Cape Town Together (CTT), which was a response to COVID-19. The social movement was built, bottom up, challenging the deep racial and class divides that are a signature of Cape Town. The concept of ‘professors of the street’ emerged as part of CTT. This concept is explored by locating it within the context of the pandemic and within CTT’s learning/teaching/organising practices. It is argued that ‘professors of the street’ are a provocation to challenge the dominant knowledge hierarchies that prevail – it is a metaphor for the critical importance of grassroots, local knowledge in times of ‘crisis’. The teaching/learning /organising ethos within CTT provided fertile soil for «professors of the street» to emerge as an example of the enactment of cognitive justice within a crisis. The case story offers insights for organising for social-ecological justice in various ‘crisis’ situations.
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Vloeberghs, Ward, and Sylvia I. Bergh. "Social Accountability in Review: From Conceptual Models to Grounded Practices of Civic Innovation." In EADI Global Development Series, 23–40. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51322-0_2.
Повний текст джерелаАнотація:
AbstractThis chapter offers a working definition of social accountability as any citizen-led action beyond elections that aims to enhance the accountability of state actors. We view social accountability as a broad array of predominantly bottom-up initiatives, aimed at improving the quality of governance (especially oversight and responsiveness) through active citizen participation. We also trace the evolution of SA as a concept in the literature over the past decades and, then, discuss some influential theoretic approaches to SAIs, pointing out strengths and weaknesses of each model. Finally, we suggest organising Arab SAIs into one of three categories: (1) transparency; (2) advocacy; or (3) participatory governance and we review each of these existing action formats by discussing their main strengths and flaws.
Тези доповідей конференцій з теми "Organising concepts"
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"Organising committee." In 2016 International Conference On Advanced Informatics: Concepts, Theory And Application (ICAICTA). IEEE, 2016. http://dx.doi.org/10.1109/icaicta.2016.7803078.
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Noel, Rene, Jose Ignacio Panach Navarrete, and Oscar Pastor. "Using Team Topologies in Model-Driven Strategic Alignment." In Congresso Ibero-Americano em Engenharia de Software. Sociedade Brasileira de Computação, 2023. http://dx.doi.org/10.5753/cibse.2023.24701.
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Model-driven techniques for designing strategically aligned information systems usually map the goals of multiple and competing actors to business process models through automatic model-to-model transformations and analysis. In previous work, we designed Stra2Bis, a method for designing strategically aligned business processes based on a different approach: mapping the business strategy and organisation structure into the business process model. Stra2Bis and goal-based techniques share an issue: only some organisational level elements actors directly affect the business domain and, thus, the business processes. In this article, we propose to extend Stra2Bis by adding concepts from Team Topologies, an approach for organising business and technology teams. Team Topologies help distinguish the business-relevant organisation units from other supporting units; we exploit these concepts to constrain the model-to-model mappings, avoiding unnecessary analysis and modelling outside the business domain. We formalise the approach by specifying the method's metamodel extension and redefining the model-to-model transformation guidelines. We also discuss how existing goal-based alignment frameworks can exploit this approach.
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Rotondi, Carmen. "The New European Bauhaus: The ‘Simplexity’ of Innovation in Design." In 8th International Visual Methods Conference, 1–8. AIJR Publisher, 2024. http://dx.doi.org/10.21467/proceedings.168.1.
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European initiatives, such as the New European Bauhaus, foster collaboration across diverse sectors, artistic experimentation and new materials, creating a movement that inspires and guides the transition to a fairer and resilient future for the Next Generation. In this regard, design needs to experiment with a cultural and interdisciplinary implementation of approaches for serving as a bridge between disciplines and between technology and sustainability, ensuring that ethical and sustainable principles guide digital and scientific innovation. The paper presents "Biovision of the future", an educational and research experience conducted at the Saperi&Co research and service centre of Sapienza University of Rome on the issues of Bio Revolution and aimed to experiment with new hybrid processes and methodologies as fertile ground for converging different knowledge and perspectives on complex issues and to foster a more critical and strategic design culture regarding using advanced (bio)technologies. These methodologies, accomplished during a workshop phase and built on a strong interaction and hybridisation between the design methodologies (inductive-experiential-synthetical) and the scientific, sociological and psychological methodologies (deductive-logical-analytical), use visual tools to stimulate interdisciplinarity, critical thinking and strategic reflection during participatory dialogues and co-design activities. The results materialised in six design concepts as forward-looking strategies and solutions (products, processes, services, systems) to "rebuild" the lost links between humans and nature, technology and ecology, fostering Biorevolution from an ethical perspective. They prove the importance of employing systemic and lateral thinking, proactive and future-oriented approaches capable of managing a wide range of information, enabling the planning of actions, and making informed decisions. In this sense, implementing visual methods in design processes becomes central and proactive, materialising complex meanings in 'signs' and using a simple and universal language suitable for organising non-linear processes and 'simplexity'.
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caramelo gomes, Cristina. "Colour? What Colour? A difficult understanding between urban environment' professionals and users." In 5th International Conference on Human Systems Engineering and Design: Future Trends and Applications (IHSED 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004128.
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The built environment witnessed in the last years significant challenges and changes. From the growing of population inhabiting urban areas, natural disasters, and a pandemic context, built environment disclosers its impact in human experience. Based on the concepts of human centred design and social and cultural sustainability, urban solutions have been developing to improve and qualify user experience. The layout of public and private spaces has been challenged in its formal configuration, dimensions, and equipment, by means of research, available data, and the success of some practices. This movement has been beneficial to city centres, but it is expanding to dwelling peripheries, boosting multifunctionalities and solutions oriented to human requirements and expectancies answering to a need well recognised and experienced during the pandemic context.Despite the changes and the good examples, colour as a vital parameter of visual communication, is still neglected and applied as a simple aesthetic component. Repeatedly, the chromatic palettes are based on (inter)national fashion trends, disregarding the geography, climate, and culture of the place. Colour focus and/or blur our attention, while emphasising and/or disguising an element in its context, organising the space, aiding in orientation while communicating messages and symbols that illustrate the identity of the place and the community. Colour has the ability of challenge the perception of the volumes - despite their nature and scale – and spaces regarding their formal shape, proportions, visual weight, and texture. Furthermore, colour as an element of urban environment, expresses the hierarchy of the elements and their order in the environmental composition with respect to function, structure, etc. Furthermore, colour defines how individuals visually experience the environ, and as a medium it gives significance, emotional attitude, and functional information, emerging as a crucial attribute in human perception of the built environment.Numerous reasons can justify the repeated negligence in the use of colour in urban environ: the fear of using colour, unawareness, (or lack of skills) about how to use it, the copy of international and/or awarded models, and the use of finishing materials and colour tendencies, among others. However, this is a common reality for designers and architects, which sets the hypothesis of these professionals are unaware of the roles performed by colour and its impact in human daily living, while experiencing environments, products, and communication systems.The aim of this research paper is to raise the discussion regarding the way colour is neglected in the design of urban space although its importance to define the user experience. From the discussion we expect to have a better understanding of the problem and propose some guidelines to minimise it. To achieve the expected results, this piece of research will be supported by literature review related with the identified keywords and the analysis of some case studies in the Portuguese context. Literature review aims to explore the concepts and justify its importance not only for this study but in the urban planning, and the case studies to illustrate the (un)aware use of colour and its impact in place and community identity.
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Innocente, Mauro, and Paolo Grasso. "Proof-of-Concept Swarm of Self- Organising Drones Aimed at Fighting Wildfires." In UK-RAS Conference: Robots Working For and Among Us. EPSRC UK-RAS Network, 2018. http://dx.doi.org/10.31256/ukras17.33.
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Kantert, Jan, Sven Tomforde, Susanne Weber, and Christian Müller-Schloer. "Coverage-guided Intelligent Test Loop - A Concept for Applying Instrumented Testing to Self-organising Systems." In 13th International Conference on Informatics in Control, Automation and Robotics. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0005992702210226.
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Van den Beemt, Antoine, Gerard Van de Watering, and Michael Bots. "Organising evidence-informed innovation: the development of a research agenda." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1396.
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Educational innovation often builds on existing practices, and focuses on improvement, rather than a radical change. One current example of educational innovation is Challenge-Based Learning (CBL). At university [blinded] the approach is a curriculum wide implementation of CBL based on a integrated programme that combines implementation of bottom-up innovation projects with research. The result of this research contributes to the translation of CBL to practice, thus helping curriculum designers and teachers in designing and executing their courses. In the process evidence is collected about principles of CBL, learning behaviour, learning outcomes, and didactical aspects of CBL, such as coaching and self-directed learning, assessment, pedagogies, and design of challenges, and facilitating structures. The goal of this paper is to explore the development of a research agenda, which aligns research and practice, and to contribute to evidence for successful CBL implementation as result. The CBL research agenda shows which topics and aspects of CBL are addressed by research and practice, and which are overlooked. It is a systematic way of collecting strategic and practical problems related to CBL implementation, and how these are translated into research questions, methods, and results. The CBL research agenda leads to dialogue, which in turn guides our CBL programme. This integrated programme, including the research agenda is governed by a Taskforce CBL and supported by programme management, and a university wide research community. This approach enables the curriculum wide implementation and research of CBL as a concept for educating engineers of the future and strengthening on-campus education.
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Hamann, Heiko, Julian Schwarzat, Ingo Thomsen, and Sven Tomforde. "A Self-organising System Combining Self-adaptive Traffic Control and Urban Platooning: A Concept for Autonomous Driving." In 7th International Conference on Vehicle Technology and Intelligent Transport Systems. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010436304290437.
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Hamann, Heiko, Julian Schwarzat, Ingo Thomsen, and Sven Tomforde. "A Self-organising System Combining Self-adaptive Traffic Control and Urban Platooning: A Concept for Autonomous Driving." In 7th International Conference on Vehicle Technology and Intelligent Transport Systems. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010436300002932.
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Nikolaenko, Stanislav, Oksana Bulgakova, Iryna Yasinetska, Lesya Zbaravska, and Ilmars Dukulis. "Development of integrative-transparent educational environment training engineers of agricultural production." In 22nd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2023. http://dx.doi.org/10.22616/erdev.2023.22.tf137.
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The present article deals with the research in formation of educational environment on the basis of the principle of integration for formation and development of different levels and kinds of professional competences training the future engineers of agricultural production. The aim of the research is organising the educational environment in education of engineers that helps in formation and development of different levels and kinds of professional competences, acquisition of the teaching material more effectively, acquisition of fundamental knowledge and skills to apply this knowledge. In the research the methods of investigation in the educational environment were used, as well as the methods of analysis studying the pedagogical experience of teachers at agrarian universities, pedagogical experiment, and statistical methods in calculation of the results of pedagogical experiments. The research concept is based on the fact that the professional training of future engineers in higher educational institutions is aimed not only at the acquisition of knowledge, skills and abilities, which are determined by the educational and qualification characteristics, but also at the acquisition of skills and abilities to organize independent work on the study of software material. Achieving this goal is possible under the conditions of the introduction of personally-oriented learning technologies, ensuring thorough motivation of students, providing material and methodological support and developing rational mechanisms for end-to-end programming of individual independent work according to the principle of the “tree of goals”, i.e. end-to-end execution of small independent works: essays, calculation works , graphic, calculation-graphic, creative, descriptive in the calculation of their thematic entry into more capacious independent works - term papers and projects, which, in turn, are included in qualifying diploma theses or projects. The methodology of integrative-transparent organisation of the educational activities of the students at agrarian universities is universal and can be used also for other specialties. The results of the pedagogical experiment showed increase in student success what proves the efficiency of application of the research results. The results of the research showed also the influence of the organised professional orientation activities of students in learning fundamental subjects on the motivation for learning and professional interests. Motivation to acquire the fundamental subjects and interest in profession also had a trend to improve. Improvement of student achievements in studies, motivation level and professional interests prove the efficiency of the results of the performed research in formation of the organisation principles of student activities.
Звіти організацій з теми "Organising concepts"
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Thunø, Mette, and Jan Ifversen. Global Leadership Teams and Cultural Diversity: Exploring how perceptions of culture influence the dynamics of global teams. Aarhus University, October 2018. http://dx.doi.org/10.7146/aul.273.
Повний текст джерелаАнотація:
In the 21st century, business engagements are becoming increasingly global, and global teams are now an established form of organising work in multinational organisations. As a result, managing cultural diver-sity within a global team has become an essential part of ensuring motivation, creativity, innovation and efficiency in today’s business world.Global teams are typically composed of a diversity of experiences, frames of references, competencies, information and, not least, cultural backgrounds. As such, they hold a unique potential for delivering high performance in terms of innovative and creative approaches to global management tasks; however, in-stead of focusing on the potentials of cultural diversity, practitioners and studies of global teams tend to approach cultural diversity as a barrier to team success. This study explores some of the barriers that cultural diversity poses but also discusses its potential to leverage high performance in a global context.Our study highlights the importance of how team leaders and team members perceive ‘culture’ as both a concept and a social practice. We take issue with a notion of culture as a relatively fixed and homogeneous set of values, norms and attitudes shared by people of national communities; it is such a notion of culture that tends to underlie understandings that highlight the irreconcilability of cultural differences.Applying a more dynamic and context-dependent approach to culture as a meaning system that people negotiate and use to interpret the world, this study explores how global leadership teams can best reap the benefits of cultural diversity in relation to specific challenging areas of intercultural team work, such as leadership style, decision making, relationship building, strategy process, and communication styles. Based on a close textual interpretation of 31 semi-structured interviews with members of global leader-ship teams in eight Danish-owned global companies, our study identified different discourses and per-ceptions of culture and cultural diversity. For leaders of the global leadership teams (Danish/European) and other European team members, three understandings of cultural diversity in their global teams were prominent:1)Cultural diversity was not an issue2)Cultural diversity was acknowledged as mainly a liability. Diversities were expressed through adifference in national cultures and could typically be subsumed under a relatively fixed numberof invariable and distinct characteristics.3)Cultural diversity was an asset and expressions of culture had to be observed in the situationand could not simply be derived from prior understandings of cultural differences.A clear result of our study was that those leaders of global teams who drew on discourses of the Asian ‘Other’ adherred to the first two understandings of cultural diversity and preferred leadership styles that were either patriarchal or self-defined as ‘Scandinavian’. Whereas those leaders who drew on discourses of culture as dynamic and negotiated social practices adhered to the third understanding of cultural di-versity and preferred a differentiated and analytical approach to leading their teams.We also focused on the perceptions of team members with a background in the country in which the global teams were co-located. These ‘local’ team members expressed a nuanced and multifaceted perspective on their own cultural background, the national culture of the company, and their own position within the team, which enabled them to easily navigate between essentialist perceptions of culture while maintain-ing a critical stance on the existing cultural hegemonies. They recognised the value of their local knowledge and language proficiency, but, for those local members in teams with a negative or essentialist view of cultural diversity, it was difficult to obtain recognition of their cultural styles and specific, non-local competences. 3Our study suggeststhat the way global team members perceive culture, based on dominant societal dis-courses of culture, significantly affects the understandings of roles and positions in global leadership teams. We found that discourses on culture were used to explain differences and similarities between team members, which profoundly affected the social practicesand dynamics of the global team. We con-clude that only global teams with team leaders who are highly aware of the multiple perspectives at play in different contexts within the team hold the capacity to be alert to cultural diversity and to demonstrate agility in leveraging differences and similarities into inclusive and dynamic team practices.