Search

This article outlines a research agenda for the spatialities of tact produced by, through and of digital spaces. As a discipline interested in what and who characterises digital space, and in how different relations come to produce space, the article puts forward a proposition for geographers to take tact seriously as an inherently spatial concept useful for theorising the production of space in our digital society. The paper identifies three strands of tact from the literature, 1) tact and social behaviour, 2) tact and touch, 3) tact and judgement, and outlines what they can offer geography in terms of a novel framework for studying digital society. It raises questions of how and why digital spaces and practices produce new trajectories for displays of tact in everyday life, how digital spaces modulate our understanding and experiences of touch, as well as asking whether algorithmic decision making technologies such as Artificial Intelligence have a capacity for tact, and what that means for the geographies these systems shape. The work makes a contribution to the discipline's long standing interests in spatial tactics and socio-spatial behaviour, in touch and sensory geographies, and more recently to algorithmic decision making.

Abstract Background Neuropsychiatric disorders significantly burden individuals and society, necessitating the exploration of innovative treatment approaches. Non-invasive brain stimulation techniques have emerged as promising interventions for these disorders, offering potential therapeutic benefits with minimal side effects. This narrative review provides a comprehensive overview of non-invasive brain stimulation techniques' current applications and future directions in managing neuropsychiatric disorders. Methods A thorough search of relevant literature was conducted to identify studies investigating non-invasive brain stimulation techniques in neuropsychiatric disorders. The selected studies were critically reviewed, and their findings were synthesised to provide a comprehensive overview of the current state of knowledge in the field. Results The review highlights the current applications of non-invasive brain stimulation techniques in neuropsychiatric disorders, including major depressive disorder, Parkinson's disease, schizophrenia, insomnia, and cognitive impairments. It presents evidence supporting the efficacy of these techniques in modulating brain activity, alleviating symptoms, and enhancing cognitive functions. Furthermore, the review addresses challenges such as interindividual variability, optimal target site selection, and standardisation of protocols. It also discusses potential future directions, including exploring novel target sites, personalised stimulation protocols, integrating with other treatment modalities, and identifying biomarkers for treatment response. Conclusion Non-invasive brain stimulation techniques offer promising avenues for managing neuropsychiatric disorders. Further research is necessary to optimise stimulation protocols, establish standardised guidelines, and identify biomarkers for treatment response. The findings underscore the potential of non-invasive brain stimulation techniques as valuable additions to the armamentarium of neuropsychiatric treatments.

This article discusses the results of a survey underlying a reconstruction of ideas about tact and tactlessness in Russian communicative culture. The author considers the concept of tact to be a communicative strategy within the cate­gory of politeness that is closely related to native speakers' notion about the boundaries of private space. Thus, tact is defined as a communicative strategy driven by the speaker's desire to avoid infringing on the private space of their interlocutor. Moreover, ideas about the boundaries of private space and tact are among the most significant elements in describing a national communicative culture. This study focuses on the tactless question as a typical way of violating private space boundaries. The survey questionnaire was based on interviewee behaviour observations, with one interviewee labelling the interviewer's questions tactless or indecent. It was established that the presence of an immediate addressee and a mass audience sets the parameters for eval­uating public statements in terms of their acceptability or face-threatening potential. This study aims to analyse the informants' assessment of 'tactless' questions proposed in the questionnaire as regards their appropriateness in public communication. The survey re­sults are divided into the following thematic blocks corresponding to communication risk zones: age, family and marriage, religion and sex. The quantitative findings provide infor­ma­tion on the social norms intuitively classified by Russian native speakers as preventing intru­sion into private space. They also give an insight into the effect of age characteristics on sta­tement evaluations. Informants' responses tend to exhibit ambiguity in assessments, high­ligh­ting the variability of contemporary perceptions regarding tact and tactlessness, thereby ref­lecting shifts in social norms.

IntroductionThe credibility of qualitative research has long been debated, with critics emphasizing the lack of rigor and the challenges of demonstrating it. In qualitative research, rigor encompasses explicit, detailed descriptions of various research stages, including problem framing, study design, data collection, analysis, and reporting. The diversity inherent in qualitative research, originating from various beliefs and paradigms, challenges establishing universal guidelines for determining its rigor. Additionally, researchers' often unrecorded thought processes in qualitative studies further complicate the assessment of research quality.MethodsTo address these concerns, this article builds on the TACT framework, which was developed to teach postgraduate students and those new to qualitative research to identify and apply rigorous principles and indicators in qualitative research. The research reported in this article focuses on creating a scale designed to evaluate the psychometric properties of the TACT framework. This involves analyzing the stability of its dimensions and understanding its effectiveness as a tool for teaching and research.ResultsThe study's findings indicate that the TACT framework, when assessed through the newly developed scale, exhibits stable dimensions consistent with rigorous qualitative research principles. The framework effectively guides postgraduate students and new researchers in assessing the rigor of qualitative research processes and outcomes.DiscussionThe application of the TACT framework and its evaluation scale reveals several insights. Firstly, it demonstrates the framework's utility in bridging the gap in pedagogical tools for teaching rigor in qualitative research methods. Secondly, it highlights the framework's potential in providing a structured approach to undertaking qualitative research, which is essential given this field's diverse methodologies and paradigms. However, the TACT framework remains a guide to enhancing rigor in qualitative research throughout all the various phases but by no means a measure of rigor.ConclusionIn conclusion, the TACT framework and its accompanying evaluative scale represent significant steps toward standardizing and enhancing the rigor of qualitative research, particularly for postgraduate students and early career researchers. While it does not solve all challenges associated with obtaining and demonstrating rigor in qualitative research, it provides a valuable tool for assessing and ensuring research quality, thereby addressing some of the longstanding criticisms of the quality of research obtained through qualitative methods.

The article reflects on the relationship between pedagogy and body moving from the sense of tact. Firstly, the question of the body-mind relationship in contemporary pedagogy is presented. Starting from the cartesian division of mind and body, we expose the main issues related to a possible overcoming of such dualism. In addition, we maintain that cartesian dualism significantly contributed to a dominance of mind over body in education. Then, we reconstruct the history of “pedagogical tact”: this concept changed from an original somatic significance to a more interpersonal sense, putting the question of the body aside. In conclusion, we maintain that re-considering tact in its somatic significance can help build innovative pedagogical theories and practices aimed at a broader reconsideration of bodies in education.

RESEARCH OBJECTIVE : Deliberations on identity of the subject first of allrefer to difficulties in trying to define to notion itself and the identity of the subject in the context of his corporeality. THE RESEARCH PROBLEMS AND METHODS: The literature analysis method. The word identity may be defined as identicality at a given time and place . The problem of identity is analyzed on the social plan. THE PROCESS OF ARGUMENTATION: The text presents the definitions of the concepts used, the theoretical foundations and historical outline. RESEARCH RESULTS: When describing the identity of a subject from the socjological, psychological and biological perspective, we come to the conclusion that while the brain is responsible for our mental life, it is neither the only nor sufficient condition of awareness and self-awareness. It is pointed out that the features which constitute identity are rationality, self-awareness, coherence and stability. The problem of identity analyzed on the narrative, linguistic and social plane also calls for assertions made on the ethical plane. The contemporary discourse on identity most often emphasizes its changeability, instability, and its Protean nature. CONCLUSIONS, INNOVATIONS AND RECOMRNDATIONS: In the analyzes presented in this article, the concept of identification is emphasized, replacing the word identity, because it is more operational and coexists with the concept of social ties, community of interests and the common good. In the proposed understanding, identification is also the result of the concepts of corporeality, routine, tact and discipline analyzed in the text

Abstract Background Designing implementation interventions to change the behaviour of healthcare providers and other professionals in the health system requires detailed specification of the behaviour(s) targeted for change to ensure alignment between intervention components and measured outcomes. Detailed behaviour specification can help to clarify evidence-practice gaps, clarify who needs to do what differently, identify modifiable barriers and enablers, design interventions to address these and ultimately provides an indicator of what to measure to evaluate an intervention’s effect on behaviour change. An existing behaviour specification framework proposes four domains (Target, Action, Context, Time; TACT), but insufficiently clarifies who is performing the behaviour (i.e. the Actor). Specifying the Actor is especially important in healthcare settings characterised by multiple behaviours performed by multiple different people. We propose and describe an extension and re-ordering of TACT to enhance its utility to implementation intervention designers, practitioners and trialists: the Action, Actor, Context, Target, Time (AACTT) framework. We aim to demonstrate its application across key steps of implementation research and to provide tools for its use in practice to clarify the behaviours of stakeholders across multiple levels of the healthcare system. Methods and results We used French et al.’s four-step implementation process model to describe the potential applications of the AACTT framework for (a) clarifying who needs to do what differently, (b) identifying barriers and enablers, (c) selecting fit-for-purpose intervention strategies and components and (d) evaluating implementation interventions. Conclusions Describing and detailing behaviour using the AACTT framework may help to enhance measurement of theoretical constructs, inform development of topic guides and questionnaires, enhance the design of implementation interventions and clarify outcome measurement for evaluating implementation interventions.

ABSTRACT. The present study is a partial replication of the intensive tact instruction tactic, in three students with developmental disability. The dependent variable was tacts emitted in Non Instructional Settings (NIS) prior and after the mastery of sets of 5 different stimuli. The NIS included the toy area of the classroom, lunchtime, and group activity. All probe sessions were conducted daily for a cumulative 15 minutes, 5 minutes in each NIS for three different days. Intensive tact instruction involved increasing the tact instructions to 100‐tact learn units above the daily learn units students were receiving daily. The results showed a significant improvement of vocal verbal operants (tacts and mands) emitted by the students in natural environment.

The essay addresses the issue of the relationships between everyday aesthetics and ethics from the point of view of tact. Tact is understood as an attitude towards behavior that guides action and thinking, and combines aesthetics with ethics. Tact and tactlessness may manifest themselves in action and speech but also in objects produced and used. I will argue that although tact is often pursued, tactful behavior will necessarily result in conflicting situations in which one is only in step with certain things and in conflict with many others. However, the principle of tact tries to hide its conflictual aspects, unlike, for example, confrontation-based political thinking. Still, within the framework of tact, the contrast between pursuing harmonious behavior and yet necessarily creating conflicts cannot be avoided, which emphasizes the special tragic nature of tact. This kind of tragedy also often characterizes everyday aesthetics. I will approach the theme both through theoretical concepts and concrete examples.

The finish work on high-rise residential buildings is performed simultaneously with mechanical and electrical construction work, which results in frequent work interference and delay. This significantly hinders efficient schedule management. Critical Path Method (CPM) is inefficient when applied to high-rise residential building projects in which work is repeatedly carried out for each floor. Line-of-Balance (LOB) is widely used for its effectiveness in managing repetitive work. LOB was developed into TACT and eTACT (enhanced-TACT) to combine heterogeneous works con­tinuously. In particular, the eTACT schedule management method has an advantage in that it is capable of systemati­cally connecting detailed construction, mechanical and electrical construction projects using a work planning template. This study evaluates the time reduction effect of the eTACT method for a high-rise residential building. A comparative analysis of data on 102 cases of non-applied projects and 44 cases of projects using the eTACT method over a period of 10 years is presented to verify its effectiveness. The result shows that finish work time was reduced by 25% or about 53 days on average. First published online: 18 Dec 2015

This paper discusses the problem dialogicity in pedagogical relationship, the complex nature of stroke in pedagogical situations and atmosphere as well as space in which the active and specific pedagogical relationship develops. Status of pedagogical trueism, selfexpleined paradigms that do not need to explain and operationalize, the above phenomena are not justified deserved. Author has tried to depict the contours, offering a general overview of the issues pedagogical relationship as a phenomenon dialogicity. Tact and atmosphere here appear to be essential and intertwined phenomena. This is a unique, unpredictable and complex phenomena of the pedagogical relationship, almost beyond the reach of science, through which we can understand the educational situation in their immediate and full quality and capacity. Realized in the ability of teachers to 'read' pedagogical situation hic et nunc, the pedagogical skills-based activities that depend on the perspective of meaning that emerge from each situation and re-appear in it.

The purpose of this article is to explore how teachers’ and parents’ conversations are affected by their notions about truthfulness. The study is qualitative and draws on data from observations of parent–teacher conferences about pupils with special needs in a Norwegian lower secondary school and from interviews with participants. The findings show that teachers’ and parents’ conversations are constrained by positive talk, decency and silence and, especially when the pupil participates, they choose a careful point of view, gloss over it, and talk about what is OK and not unpleasant. Furthermore, teachers act communicatively in a strategic way. It is concluded that teachers and parents often choose to follow conventions of tact and that this might be in conflict with truthfulness. It is further concluded that teachers and parents do not hold dialogue as an exclusive ideal.

This article offers an expanded view of making and, concomitantly, an understanding that through making we constitute the way we are in the world. The article begins with the idea that making produces a 'surrogate' of the body, which extends the body into the world, reforming the body and the world and their relationship. The ideas the article offers run counter to certain currents of thought that reduce making to a narrow cast anthropocentric crafting. Instead of this reduction, where making is merely understood and fixated as a close inembodied handicraft, the article advances: first, that all that we produce is making – not just that which is crafted by the immediacy of a hand; and, second, and linked to this expanded view of making, that all making workst hrough a distributed agency that includes human and non-human actors and actants in meshworks that extend across space – synchronous - and across time –diachronous. In other words, the body is extended into the world through what is made and this made world acts ineluctably on, and in, making. The paper references the practices of three makers to make the case for the need, bothethical and poetic, to think about making as an expanded term and to consideran intentionality of making that works through distributed agency doubly constituted as material and narrative.

None

None

None

None

None

None

None

None

None