Search

Previous research indicates that improving digital government services may contribute to the reduction of corruption. This study seeks to deepen the knowledge of this suggested causal link in several ways. Firstly, it adds nuance by examining the effects of two distinct sub-types of digital government services on specifically petty corruption. Secondly, it explores whether impacts vary by corruption systemicity level, which has previously been argued to to affect the effectiveness of certain anti-corruption measures. Using a theoretical framework built on economics of crime theory, I posit that the anti-petty corruption impact of digital government services varies between different service sub-types and between more and less systemically corrupt states. Analyzing hitherto unused global cross-country data for the year 2013, using mainly OLS-models, it is found that informational digital government services constitute effective anti-corruption measures in all settings. Transactional digital government services, on the other hand, are not found to have the same uniform reductive impact in all settings explored.

Conceptualization, or viewing entities and situations as instances of abstract concepts in mind and making inferences based on that, is a vital component in human intelligence for commonsense reasoning. Despite recent progress in artificial intelligence to acquire and model commonsense attributed to neural language models and commonsense knowledge graphs (CKGs), conceptualization is yet to be introduced thoroughly, making current approaches ineffective to cover knowledge about countless diverse entities and situations in the real world. To address the problem, we thoroughly study the role of conceptualization in commonsense reasoning, and formulate a framework to replicate human conceptual induction by acquiring abstract knowledge about events regarding abstract concepts, as well as higher-level triples or inferences upon them. We then apply the framework to ATOMIC, a large-scale human-annotated CKG, aided by the taxonomy Probase. We annotate a dataset on the validity of contextualized conceptualizations from ATOMIC on both event and triple levels, develop a series of heuristic rules based on linguistic features, and train a set of neural models to generate and verify abstract knowledge. Based on these components, a pipeline to acquire abstract knowledge is built. A large abstract CKG upon ATOMIC is then induced, ready to be instantiated to infer about unseen entities or situations. Finally, we empirically show the benefits of augmenting CKGs with abstract knowledge in downstream tasks like commonsense inference and zero-shot commonsense QA. © 2024 Elsevier B.V.

Agent-based models have long been argued a useful toolto support policy analysis, variably targeting the assessment of policydesign, as well as establishing its performance. Challenging, however,remains appropriate empirical parameterization and validation of suchmodels. This paper contributes to the development of rigorous accountsof policy modelling primarily driven by policy documents in order to develop general conceptual model. Such models can then serve as a basis forearly validation by subject matter experts, but more importantly, informthe subsequent inquiry relevant for the parameterization of such models, while at the same time offering the opportunity to detect deviationsfrom regulated practice. Relying on the scenario of organ donation basedon the Swedish legislation, we explore the merits of such an approach,and sketch the individual steps from policy documents to conceptualmodel. Supporting the methodological process, this paper employs theInstitutional Grammar 2.0, which offers selected features supporting theproposed modelling approach.

What strategies can be employed to conceptualize peace? In recent years, scholars have introduced an impressive array of “peace with adjectives” in order to make sense of some of the normative and empirical underpinnings of peace. Negative, positive, everyday, virtual, illiberal, partial, insecure, relational, emancipatory, agonistic, and feminist are some of the qualifiers that have been associated with the concept. While the growing attention to conceptualization is a welcomed development, we argue that the proliferation of new terms has led to increased fragmentation in the field of peace studies. Conceptual fragmentation impedes cumulative knowledge production and generates missed opportunities for fruitful discussions across theoretical and conceptual divides. In this article, we aim to provide more clarity to our field by mapping existing peace conceptualizations and identifying the strategies employed by scholars to construct innovative new terms. In our review, we identify 61 concepts and suggest that these conceptual innovations in peace research belong to one of three analytical strategies: developing diminished subtypes, conceptual narrowing, and conceptual expansion. Building on this categorization, we make recommendations for how peace researchers can enhance clarity and deepen constructive discussions between different conceptual approaches., ¿Qué estrategias se pueden utilizar para conceptualizar la paz? En los últimos años, los académicos han presentado una impresionante variedad de «paz acompañada de adjetivos» con el fin de dar sentido a algunos de los fundamentos normativos y empíricos de la paz. Algunos de los calificativos que se han asociado al concepto han sido: negativa, positiva, cotidiana, virtual, iliberal, parcial, insegura, relacional, emancipatoria, agonística y feminista. Si bien la creciente atención que se está prestando a la conceptualización es un desarrollo bienvenido, argumentamos que la proliferación de nuevos términos ha provocado una mayor fragmentación en el campo de los estudios de la paz. La fragmentación conceptual impide la producción acumulativa de conocimiento y provoca que se pierdan oportunidades para generar debates fructíferos a través de las divisiones teóricas y conceptuales. En este artículo pretendemos aportar más claridad a nuestro campo mediante el mapeo de las conceptualizaciones de paz existentes y la identificación de las estrategias que utilizan los académicos para construir nuevos términos innovadores. En nuestra revisión, identificamos 61 conceptos y sugerimos que estas innovaciones conceptuales dentro de la investigación en materia de la paz pertenecen a una de entre tres posibles estrategias analíticas: desarrollo de subtipos disminuidos, contracción conceptual y expansión conceptual. Partiendo de esta categorización, hacemos recomendaciones sobre cómo los investigadores en el campo de la paz pueden lograr una mejora con relación a la claridad y profundizar en los debates constructivos que se generan entre los diferentes enfoques conceptuales., Quelles stratégies employer pour conceptualiser la paix ? Ces dernières années, les chercheurs ont introduit un éventail impressionnant de « paix avec adjectifs » afin de faire sens de certains fondements normatifs et empiriques de la paix. Négative, positive, quotidienne, virtuelle, illibérale, partielle, précaire, relationnelle, émancipatrice, agnostique, féministe… Tous ces mots ont été employés pour qualifier ce concept. Bien que l'attention croissante à la conceptualisation soit une évolution bienvenue, nous affirmons que la prolifération de nouveaux termes a engendré une fragmentation croissante du domaine des études sur la paix. La fragmentation conceptuelle entrave la production de connaissances cumulatives et crée des occasions manquées de discussions productives par delà les divisions théoriques et conceptuelles. Dans cet article, nous cherchons à contribuer à plus de clarté dans notre domaine en retraçant les conceptualisations existantes de la paix et en identifiant les stratégies employées par les chercheurs pour créer de nouveaux termes innovants. Notre revue de la littérature identifie 61 concepts et suggère que ces innovations conceptuelles dans la recherche sur la paix appartiennent à l'une des trois stratégies analytiques suivantes : le développement de sous-types 'diminués', le rétrécissement conceptuel et l'expansion conceptuelle. En nous appuyant sur cette catégorisation, nous émettons des recommandations pour aider les chercheurs à être plus clairs et à approfondir les discussions constructives entre différentes approches conceptuelles.

What strategies can be employed to conceptualize peace? In recent years, scholars have introduced an impressive array of “peace with adjectives” in order to make sense of some of the normative and empirical underpinnings of peace. Negative, positive, everyday, virtual, illiberal, partial, insecure, relational, emancipatory, agonistic, and feminist are some of the qualifiers that have been associated with the concept. While the growing attention to conceptualization is a welcomed development, we argue that the proliferation of new terms has led to increased fragmentation in the field of peace studies. Conceptual fragmentation impedes cumulative knowledge production and generates missed opportunities for fruitful discussions across theoretical and conceptual divides. In this article, we aim to provide more clarity to our field by mapping existing peace conceptualizations and identifying the strategies employed by scholars to construct innovative new terms. In our review, we identify 61 concepts and suggest that these conceptual innovations in peace research belong to one of three analytical strategies: developing diminished subtypes, conceptual narrowing, and conceptual expansion. Building on this categorization, we make recommendations for how peace researchers can enhance clarity and deepen constructive discussions between different conceptual approaches., ¿Qué estrategias se pueden utilizar para conceptualizar la paz? En los últimos años, los académicos han presentado una impresionante variedad de «paz acompañada de adjetivos» con el fin de dar sentido a algunos de los fundamentos normativos y empíricos de la paz. Algunos de los calificativos que se han asociado al concepto han sido: negativa, positiva, cotidiana, virtual, iliberal, parcial, insegura, relacional, emancipatoria, agonística y feminista. Si bien la creciente atención que se está prestando a la conceptualización es un desarrollo bienvenido, argumentamos que la proliferación de nuevos términos ha provocado una mayor fragmentación en el campo de los estudios de la paz. La fragmentación conceptual impide la producción acumulativa de conocimiento y provoca que se pierdan oportunidades para generar debates fructíferos a través de las divisiones teóricas y conceptuales. En este artículo pretendemos aportar más claridad a nuestro campo mediante el mapeo de las conceptualizaciones de paz existentes y la identificación de las estrategias que utilizan los académicos para construir nuevos términos innovadores. En nuestra revisión, identificamos 61 conceptos y sugerimos que estas innovaciones conceptuales dentro de la investigación en materia de la paz pertenecen a una de entre tres posibles estrategias analíticas: desarrollo de subtipos disminuidos, contracción conceptual y expansión conceptual. Partiendo de esta categorización, hacemos recomendaciones sobre cómo los investigadores en el campo de la paz pueden lograr una mejora con relación a la claridad y profundizar en los debates constructivos que se generan entre los diferentes enfoques conceptuales., Quelles stratégies employer pour conceptualiser la paix ? Ces dernières années, les chercheurs ont introduit un éventail impressionnant de « paix avec adjectifs » afin de faire sens de certains fondements normatifs et empiriques de la paix. Négative, positive, quotidienne, virtuelle, illibérale, partielle, précaire, relationnelle, émancipatrice, agnostique, féministe… Tous ces mots ont été employés pour qualifier ce concept. Bien que l'attention croissante à la conceptualisation soit une évolution bienvenue, nous affirmons que la prolifération de nouveaux termes a engendré une fragmentation croissante du domaine des études sur la paix. La fragmentation conceptuelle entrave la production de connaissances cumulatives et crée des occasions manquées de discussions productives par delà les divisions théoriques et conceptuelles. Dans cet article, nous cherchons à contribuer à plus de clarté dans notre domaine en retraçant les conceptualisations existantes de la paix et en identifiant les stratégies employées par les chercheurs pour créer de nouveaux termes innovants. Notre revue de la littérature identifie 61 concepts et suggère que ces innovations conceptuelles dans la recherche sur la paix appartiennent à l'une des trois stratégies analytiques suivantes : le développement de sous-types 'diminués', le rétrécissement conceptuel et l'expansion conceptuelle. En nous appuyant sur cette catégorisation, nous émettons des recommandations pour aider les chercheurs à être plus clairs et à approfondir les discussions constructives entre différentes approches conceptuelles.

Agent-based models have long been argued a useful toolto support policy analysis, variably targeting the assessment of policydesign, as well as establishing its performance. Challenging, however,remains appropriate empirical parameterization and validation of suchmodels. This paper contributes to the development of rigorous accountsof policy modelling primarily driven by policy documents in order to develop general conceptual model. Such models can then serve as a basis forearly validation by subject matter experts, but more importantly, informthe subsequent inquiry relevant for the parameterization of such models, while at the same time offering the opportunity to detect deviationsfrom regulated practice. Relying on the scenario of organ donation basedon the Swedish legislation, we explore the merits of such an approach,and sketch the individual steps from policy documents to conceptualmodel. Supporting the methodological process, this paper employs theInstitutional Grammar 2.0, which offers selected features supporting theproposed modelling approach.

What strategies can be employed to conceptualize peace? In recent years, scholars have introduced an impressive array of “peace with adjectives” in order to make sense of some of the normative and empirical underpinnings of peace. Negative, positive, everyday, virtual, illiberal, partial, insecure, relational, emancipatory, agonistic, and feminist are some of the qualifiers that have been associated with the concept. While the growing attention to conceptualization is a welcomed development, we argue that the proliferation of new terms has led to increased fragmentation in the field of peace studies. Conceptual fragmentation impedes cumulative knowledge production and generates missed opportunities for fruitful discussions across theoretical and conceptual divides. In this article, we aim to provide more clarity to our field by mapping existing peace conceptualizations and identifying the strategies employed by scholars to construct innovative new terms. In our review, we identify 61 concepts and suggest that these conceptual innovations in peace research belong to one of three analytical strategies: developing diminished subtypes, conceptual narrowing, and conceptual expansion. Building on this categorization, we make recommendations for how peace researchers can enhance clarity and deepen constructive discussions between different conceptual approaches., ¿Qué estrategias se pueden utilizar para conceptualizar la paz? En los últimos años, los académicos han presentado una impresionante variedad de «paz acompañada de adjetivos» con el fin de dar sentido a algunos de los fundamentos normativos y empíricos de la paz. Algunos de los calificativos que se han asociado al concepto han sido: negativa, positiva, cotidiana, virtual, iliberal, parcial, insegura, relacional, emancipatoria, agonística y feminista. Si bien la creciente atención que se está prestando a la conceptualización es un desarrollo bienvenido, argumentamos que la proliferación de nuevos términos ha provocado una mayor fragmentación en el campo de los estudios de la paz. La fragmentación conceptual impide la producción acumulativa de conocimiento y provoca que se pierdan oportunidades para generar debates fructíferos a través de las divisiones teóricas y conceptuales. En este artículo pretendemos aportar más claridad a nuestro campo mediante el mapeo de las conceptualizaciones de paz existentes y la identificación de las estrategias que utilizan los académicos para construir nuevos términos innovadores. En nuestra revisión, identificamos 61 conceptos y sugerimos que estas innovaciones conceptuales dentro de la investigación en materia de la paz pertenecen a una de entre tres posibles estrategias analíticas: desarrollo de subtipos disminuidos, contracción conceptual y expansión conceptual. Partiendo de esta categorización, hacemos recomendaciones sobre cómo los investigadores en el campo de la paz pueden lograr una mejora con relación a la claridad y profundizar en los debates constructivos que se generan entre los diferentes enfoques conceptuales., Quelles stratégies employer pour conceptualiser la paix ? Ces dernières années, les chercheurs ont introduit un éventail impressionnant de « paix avec adjectifs » afin de faire sens de certains fondements normatifs et empiriques de la paix. Négative, positive, quotidienne, virtuelle, illibérale, partielle, précaire, relationnelle, émancipatrice, agnostique, féministe… Tous ces mots ont été employés pour qualifier ce concept. Bien que l'attention croissante à la conceptualisation soit une évolution bienvenue, nous affirmons que la prolifération de nouveaux termes a engendré une fragmentation croissante du domaine des études sur la paix. La fragmentation conceptuelle entrave la production de connaissances cumulatives et crée des occasions manquées de discussions productives par delà les divisions théoriques et conceptuelles. Dans cet article, nous cherchons à contribuer à plus de clarté dans notre domaine en retraçant les conceptualisations existantes de la paix et en identifiant les stratégies employées par les chercheurs pour créer de nouveaux termes innovants. Notre revue de la littérature identifie 61 concepts et suggère que ces innovations conceptuelles dans la recherche sur la paix appartiennent à l'une des trois stratégies analytiques suivantes : le développement de sous-types 'diminués', le rétrécissement conceptuel et l'expansion conceptuelle. En nous appuyant sur cette catégorisation, nous émettons des recommandations pour aider les chercheurs à être plus clairs et à approfondir les discussions constructives entre différentes approches conceptuelles.

What strategies can be employed to conceptualize peace? In recent years, scholars have introduced an impressive array of “peace with adjectives” in order to make sense of some of the normative and empirical underpinnings of peace. Negative, positive, everyday, virtual, illiberal, partial, insecure, relational, emancipatory, agonistic, and feminist are some of the qualifiers that have been associated with the concept. While the growing attention to conceptualization is a welcomed development, we argue that the proliferation of new terms has led to increased fragmentation in the field of peace studies. Conceptual fragmentation impedes cumulative knowledge production and generates missed opportunities for fruitful discussions across theoretical and conceptual divides. In this article, we aim to provide more clarity to our field by mapping existing peace conceptualizations and identifying the strategies employed by scholars to construct innovative new terms. In our review, we identify 61 concepts and suggest that these conceptual innovations in peace research belong to one of three analytical strategies: developing diminished subtypes, conceptual narrowing, and conceptual expansion. Building on this categorization, we make recommendations for how peace researchers can enhance clarity and deepen constructive discussions between different conceptual approaches.

What strategies can be employed to conceptualize peace? In recent years, scholars have introduced an impressive array of “peace with adjectives” in order to make sense of some of the normative and empirical underpinnings of peace. Negative, positive, everyday, virtual, illiberal, partial, insecure, relational, emancipatory, agonistic, and feminist are some of the qualifiers that have been associated with the concept. While the growing attention to conceptualization is a welcomed development, we argue that the proliferation of new terms has led to increased fragmentation in the field of peace studies. Conceptual fragmentation impedes cumulative knowledge production and generates missed opportunities for fruitful discussions across theoretical and conceptual divides. In this article, we aim to provide more clarity to our field by mapping existing peace conceptualizations and identifying the strategies employed by scholars to construct innovative new terms. In our review, we identify 61 concepts and suggest that these conceptual innovations in peace research belong to one of three analytical strategies: developing diminished subtypes, conceptual narrowing, and conceptual expansion. Building on this categorization, we make recommendations for how peace researchers can enhance clarity and deepen constructive discussions between different conceptual approaches., ¿Qué estrategias se pueden utilizar para conceptualizar la paz? En los últimos años, los académicos han presentado una impresionante variedad de «paz acompañada de adjetivos» con el fin de dar sentido a algunos de los fundamentos normativos y empíricos de la paz. Algunos de los calificativos que se han asociado al concepto han sido: negativa, positiva, cotidiana, virtual, iliberal, parcial, insegura, relacional, emancipatoria, agonística y feminista. Si bien la creciente atención que se está prestando a la conceptualización es un desarrollo bienvenido, argumentamos que la proliferación de nuevos términos ha provocado una mayor fragmentación en el campo de los estudios de la paz. La fragmentación conceptual impide la producción acumulativa de conocimiento y provoca que se pierdan oportunidades para generar debates fructíferos a través de las divisiones teóricas y conceptuales. En este artículo pretendemos aportar más claridad a nuestro campo mediante el mapeo de las conceptualizaciones de paz existentes y la identificación de las estrategias que utilizan los académicos para construir nuevos términos innovadores. En nuestra revisión, identificamos 61 conceptos y sugerimos que estas innovaciones conceptuales dentro de la investigación en materia de la paz pertenecen a una de entre tres posibles estrategias analíticas: desarrollo de subtipos disminuidos, contracción conceptual y expansión conceptual. Partiendo de esta categorización, hacemos recomendaciones sobre cómo los investigadores en el campo de la paz pueden lograr una mejora con relación a la claridad y profundizar en los debates constructivos que se generan entre los diferentes enfoques conceptuales., Quelles stratégies employer pour conceptualiser la paix ? Ces dernières années, les chercheurs ont introduit un éventail impressionnant de « paix avec adjectifs » afin de faire sens de certains fondements normatifs et empiriques de la paix. Négative, positive, quotidienne, virtuelle, illibérale, partielle, précaire, relationnelle, émancipatrice, agnostique, féministe… Tous ces mots ont été employés pour qualifier ce concept. Bien que l'attention croissante à la conceptualisation soit une évolution bienvenue, nous affirmons que la prolifération de nouveaux termes a engendré une fragmentation croissante du domaine des études sur la paix. La fragmentation conceptuelle entrave la production de connaissances cumulatives et crée des occasions manquées de discussions productives par delà les divisions théoriques et conceptuelles. Dans cet article, nous cherchons à contribuer à plus de clarté dans notre domaine en retraçant les conceptualisations existantes de la paix et en identifiant les stratégies employées par les chercheurs pour créer de nouveaux termes innovants. Notre revue de la littérature identifie 61 concepts et suggère que ces innovations conceptuelles dans la recherche sur la paix appartiennent à l'une des trois stratégies analytiques suivantes : le développement de sous-types 'diminués', le rétrécissement conceptuel et l'expansion conceptuelle. En nous appuyant sur cette catégorisation, nous émettons des recommandations pour aider les chercheurs à être plus clairs et à approfondir les discussions constructives entre différentes approches conceptuelles.

What strategies can be employed to conceptualize peace? In recent years, scholars have introduced an impressive array of “peace with adjectives” in order to make sense of some of the normative and empirical underpinnings of peace. Negative, positive, everyday, virtual, illiberal, partial, insecure, relational, emancipatory, agonistic, and feminist are some of the qualifiers that have been associated with the concept. While the growing attention to conceptualization is a welcomed development, we argue that the proliferation of new terms has led to increased fragmentation in the field of peace studies. Conceptual fragmentation impedes cumulative knowledge production and generates missed opportunities for fruitful discussions across theoretical and conceptual divides. In this article, we aim to provide more clarity to our field by mapping existing peace conceptualizations and identifying the strategies employed by scholars to construct innovative new terms. In our review, we identify 61 concepts and suggest that these conceptual innovations in peace research belong to one of three analytical strategies: developing diminished subtypes, conceptual narrowing, and conceptual expansion. Building on this categorization, we make recommendations for how peace researchers can enhance clarity and deepen constructive discussions between different conceptual approaches., ¿Qué estrategias se pueden utilizar para conceptualizar la paz? En los últimos años, los académicos han presentado una impresionante variedad de «paz acompañada de adjetivos» con el fin de dar sentido a algunos de los fundamentos normativos y empíricos de la paz. Algunos de los calificativos que se han asociado al concepto han sido: negativa, positiva, cotidiana, virtual, iliberal, parcial, insegura, relacional, emancipatoria, agonística y feminista. Si bien la creciente atención que se está prestando a la conceptualización es un desarrollo bienvenido, argumentamos que la proliferación de nuevos términos ha provocado una mayor fragmentación en el campo de los estudios de la paz. La fragmentación conceptual impide la producción acumulativa de conocimiento y provoca que se pierdan oportunidades para generar debates fructíferos a través de las divisiones teóricas y conceptuales. En este artículo pretendemos aportar más claridad a nuestro campo mediante el mapeo de las conceptualizaciones de paz existentes y la identificación de las estrategias que utilizan los académicos para construir nuevos términos innovadores. En nuestra revisión, identificamos 61 conceptos y sugerimos que estas innovaciones conceptuales dentro de la investigación en materia de la paz pertenecen a una de entre tres posibles estrategias analíticas: desarrollo de subtipos disminuidos, contracción conceptual y expansión conceptual. Partiendo de esta categorización, hacemos recomendaciones sobre cómo los investigadores en el campo de la paz pueden lograr una mejora con relación a la claridad y profundizar en los debates constructivos que se generan entre los diferentes enfoques conceptuales., Quelles stratégies employer pour conceptualiser la paix ? Ces dernières années, les chercheurs ont introduit un éventail impressionnant de « paix avec adjectifs » afin de faire sens de certains fondements normatifs et empiriques de la paix. Négative, positive, quotidienne, virtuelle, illibérale, partielle, précaire, relationnelle, émancipatrice, agnostique, féministe… Tous ces mots ont été employés pour qualifier ce concept. Bien que l'attention croissante à la conceptualisation soit une évolution bienvenue, nous affirmons que la prolifération de nouveaux termes a engendré une fragmentation croissante du domaine des études sur la paix. La fragmentation conceptuelle entrave la production de connaissances cumulatives et crée des occasions manquées de discussions productives par delà les divisions théoriques et conceptuelles. Dans cet article, nous cherchons à contribuer à plus de clarté dans notre domaine en retraçant les conceptualisations existantes de la paix et en identifiant les stratégies employées par les chercheurs pour créer de nouveaux termes innovants. Notre revue de la littérature identifie 61 concepts et suggère que ces innovations conceptuelles dans la recherche sur la paix appartiennent à l'une des trois stratégies analytiques suivantes : le développement de sous-types 'diminués', le rétrécissement conceptuel et l'expansion conceptuelle. En nous appuyant sur cette catégorisation, nous émettons des recommandations pour aider les chercheurs à être plus clairs et à approfondir les discussions constructives entre différentes approches conceptuelles.

Data is increasingly vital in modern business, offering insights that enhance operations and provide competitive advantages. The transformation of raw data, whether structured or unstructured, into actionable insights is central to Business Intelligence and Analytics (BI&A). As businesses face rapid environmental changes, the role of data in decision-making becomes crucial, with proper data interpretation leading to better outcomes. Data storytelling, a process involving the communication of data insights through narratives and visualizations, has emerged as a key method to bridge the gap between insights and action. However, despite its significance, data storytelling is inconsistently defined across the literature, with varying approaches and a lack of sufficient measurement of its effectiveness. These inconsistencies can lead to misunderstandings and errors in data interpretation, both in practice and academia. Consequently, there is a need for further research to refine the concept of data storytelling, ensuring it is applied effectively in organizations. This thesis aims to enhance the conceptual understanding of data storytelling through two chapters. The first chapter provides a scoping review within BI&A, proposing a framework that integrates user-centric and data-centric elements to improve decision-making. The second chapter presents a qualitative study exploring how insights are communicated through data storytelling and their impact on businesses. The study also revises the proposed framework and identifies themes for future research, with an emphasis on the quantitative validation of the framework.

This paper investigates the inferences stemming from two opposing metaphorical portraits of current educational methods (i.e., knowledge-transfer vs. knowledge construction metaphors) in contrast to the facts revealed by the actual teaching practice, and its implications for educational policy programs. To this effect, we tested the influence of the aforementioned conceptual metaphors on 100 parents with children enrolled in primary education in relation to four criteria (i.e., perceived difficulty, effectiveness, entertainment, and motivation towards teaching methods), and then conducted a study among 8 class groups (198 students) at the 6º level of primary education (i.e., between 9 and 10 years old) of 4 schools in Logroño (La Rioja, Spain) to confirm whether the inferences stemming from each of the education metaphors under consideration were mirrored in the classroom. In this experiment, students were randomly assigned to one of the two teaching methods corresponding to each of the conceptual metaphors targeted in this study (i.e., Direct Instruction for teaching is knowledge-transfer and Project Based Learning for teaching is knowledge-construction). The results show a significant gap between parents’ inferences emerging from the conceptual metaphors on education and actual students’ performance in the experiment. Both the actual learning results and the students’ perceptions about the difficulty, entertainment,and motivation of each methodology contradict the adults’ expectations based on the inferences they had drawn from these two conceptual metaphors, thus showing an unfounded prejudice of parents’ against DI’s methodologies. We discuss the implications of this research for the current debate about teaching methodologies in Spain (and other countries), and the need for evidencebased implementation of new educational policies., W niniejszym artykule przeanalizowano wnioski wynikające z dwóch przeciwstawnych metaforycznych obrazów współczesnych metod edukacyjnych (tj. metafor przekazywania wiedzy i metafor konstruowania wiedzy) w przeciwieństwie do faktów ujawnionych przez obecną praktykę nauczania oraz jej implikacje dla programów polityki edukacyjnej. W tym celu przetestowaliśmy wpływ wyżej wymienionych metafor pojęciowych na 100 rodziców z dziećmi uczęszczającymi do szkoły podstawowej, w planie czterech kryteriów (tj. postrzeganej trudności, skuteczności, rozrywki i motywacji do metod nauczania), a następnie przeprowadziliśmy badanie wśród 8 grup klasowych (198 uczniów) na poziomie 6. szkoły podstawowej (tj. w wieku od 9 do 10 lat) w 4 szkołach w Logroño (La Rioja, Hiszpania) celem potwierdzenia, czy wnioski wynikające z każdej z rozważanych metafor edukacyjnych zostały odzwierciedlone w klasie. W tym eksperymencie uczniowie zostali losowo przydzieleni do jednej z dwóch metod nauczania odpowiadających każdej z metafor pojęciowych, jakich dotyczyło to badanie (tj. nauczanie bezpośrednie to przekazywanie wiedzy, a nauczanie oparte na projektach to konstruowanie wiedzy). Wyniki pokazują znaczną rozbieżność między wnioskami rodziców, wynikającymi z metafor pojęciowych dotyczących edukacji, a rzeczywistymi wynikami uczniów biorących udział w eksperymencie. Zarówno rzeczywiste wyniki uczenia się, jak i postrzeganie przez uczniów trudności, rozrywki i motywacji w każdej z metod są sprzeczne z oczekiwaniami dorosłych opartymi na wnioskach, jakie wyciągnęli z tych dwóch metafor koncepcyjnych. Pokazują w ten sposób nieuzasadnione uprzedzenia rodziców wobec metodologii DI. Omawiamy implikacje tego badania dla obecnej debaty na temat metodologii nauczania w Hiszpanii (i innych krajach) oraz potrzebę wdrażania nowych polityk edukacyjnych opartych na dowodach.

What strategies can be employed to conceptualize peace? In recent years, scholars have introduced an impressive array of “peace with adjectives” in order to make sense of some of the normative and empirical underpinnings of peace. Negative, positive, everyday, virtual, illiberal, partial, insecure, relational, emancipatory, agonistic, and feminist are some of the qualifiers that have been associated with the concept. While the growing attention to conceptualization is a welcomed development, we argue that the proliferation of new terms has led to increased fragmentation in the field of peace studies. Conceptual fragmentation impedes cumulative knowledge production and generates missed opportunities for fruitful discussions across theoretical and conceptual divides. In this article, we aim to provide more clarity to our field by mapping existing peace conceptualizations and identifying the strategies employed by scholars to construct innovative new terms. In our review, we identify 61 concepts and suggest that these conceptual innovations in peace research belong to one of three analytical strategies: developing diminished subtypes, conceptual narrowing, and conceptual expansion. Building on this categorization, we make recommendations for how peace researchers can enhance clarity and deepen constructive discussions between different conceptual approaches., ¿Qué estrategias se pueden utilizar para conceptualizar la paz? En los últimos años, los académicos han presentado una impresionante variedad de «paz acompañada de adjetivos» con el fin de dar sentido a algunos de los fundamentos normativos y empíricos de la paz. Algunos de los calificativos que se han asociado al concepto han sido: negativa, positiva, cotidiana, virtual, iliberal, parcial, insegura, relacional, emancipatoria, agonística y feminista. Si bien la creciente atención que se está prestando a la conceptualización es un desarrollo bienvenido, argumentamos que la proliferación de nuevos términos ha provocado una mayor fragmentación en el campo de los estudios de la paz. La fragmentación conceptual impide la producción acumulativa de conocimiento y provoca que se pierdan oportunidades para generar debates fructíferos a través de las divisiones teóricas y conceptuales. En este artículo pretendemos aportar más claridad a nuestro campo mediante el mapeo de las conceptualizaciones de paz existentes y la identificación de las estrategias que utilizan los académicos para construir nuevos términos innovadores. En nuestra revisión, identificamos 61 conceptos y sugerimos que estas innovaciones conceptuales dentro de la investigación en materia de la paz pertenecen a una de entre tres posibles estrategias analíticas: desarrollo de subtipos disminuidos, contracción conceptual y expansión conceptual. Partiendo de esta categorización, hacemos recomendaciones sobre cómo los investigadores en el campo de la paz pueden lograr una mejora con relación a la claridad y profundizar en los debates constructivos que se generan entre los diferentes enfoques conceptuales., Quelles stratégies employer pour conceptualiser la paix ? Ces dernières années, les chercheurs ont introduit un éventail impressionnant de « paix avec adjectifs » afin de faire sens de certains fondements normatifs et empiriques de la paix. Négative, positive, quotidienne, virtuelle, illibérale, partielle, précaire, relationnelle, émancipatrice, agnostique, féministe… Tous ces mots ont été employés pour qualifier ce concept. Bien que l'attention croissante à la conceptualisation soit une évolution bienvenue, nous affirmons que la prolifération de nouveaux termes a engendré une fragmentation croissante du domaine des études sur la paix. La fragmentation conceptuelle entrave la production de connaissances cumulatives et crée des occasions manquées de discussions productives par delà les divisions théoriques et conceptuelles. Dans cet article, nous cherchons à contribuer à plus de clarté dans notre domaine en retraçant les conceptualisations existantes de la paix et en identifiant les stratégies employées par les chercheurs pour créer de nouveaux termes innovants. Notre revue de la littérature identifie 61 concepts et suggère que ces innovations conceptuelles dans la recherche sur la paix appartiennent à l'une des trois stratégies analytiques suivantes : le développement de sous-types 'diminués', le rétrécissement conceptuel et l'expansion conceptuelle. En nous appuyant sur cette catégorisation, nous émettons des recommandations pour aider les chercheurs à être plus clairs et à approfondir les discussions constructives entre différentes approches conceptuelles.

This article critically interrogates and evaluates the concept of political masculinities as part of enhancing dialogue between political science and critical studies on men and masculinities. It discusses what counts as masculinity, what counts as political and how they connect. The connections are all too clear in mainstream politics, not only in populist, authoritarian, ethnonationalist and militaristic politics but also in democratic, socialist and various activist politics. The evaluation of the concept of political masculinities is conducted by asking three main questions: how does the concept add to, complement or contradict existing and established external concepts and theories? How is the concept constructed internally, and with what structure, elements and interrelations? And how can the application of the concept be possibly extended into fields beyond those usually recognized and labelled explicitly as specifically political fields, including the politics of the everyday and the politics of multiple global crises?

The purpose of this editorial, and the special issue, is to initiate a dialogue about the role of time in international business (IB) scholarship. While time is inherent in IB phenomena, it has, to date, received limited attention in IB research and theorizing. When IB scholars do account for time, they generally adhere to assumptions representing time as linear and objective. We discuss the importance of time in the philosophical, conceptual, and methodological domains of IB, defining each of these three interconnected domains, problematizing their dominant assumptions about time, and suggesting potential avenues for rethinking time in IB.

Hierarchical Conceptualization in Polish and Slovene Word Formation Discourses The aim of the paper is to present the hierarchy as a multi-faceted conceptual category. The topic sets out at least two major research areas. One concerns the implementation of the category of hierarchy in Polish and Slovene languages, discussing and showing its exponents, the other – as a form of linguistic conceptualizing – the use of this category in Polish and Slovene word-formation discourses. Konceptualizacja hierarchiczności w polskich i słoweńskich dyskursach słowotwórczych Celem artykułu jest pokazanie hierarchii jako wieloaspektowej kategorii pojęciowej. Zaproponowana problematyka wyznacza co najmniej dwa podstawowe obszary badawcze. Jeden dotyczy implementacji kategorii hierarchii w języku polskim i słoweńskim, omówienie i wskazanie wykładników tej kategorii, drugi – jako forma konceptualizacji językowej – wykorzystania hierarchiczności w polskich i słoweńskich dyskursach słowotwórczych.

Over the last two decades, scholars have investigated norms of citizenship by focussing primarily on ‘dutiful’ and ‘engaged’ norms. In the meantime, contemporary democracies have witnessed growing demands for more sustainable styles of living and increasing public support for authoritarian and populist ideas. These developments point to both a change and an expansion of conventional understandings and conceptions of what a ‘good citizen’ in a democratic polity ought to do. Specifically, they raise questions about whether demands for more sustainability and increasing support for populist ideas establish new facets of democratic citizenship, and if so, how they can be meaningfully incorporated into existing images of citizenship. This study provides a re-conceptualization of citizenship norms and empirically tests a new measurement instrument using original data collected in Germany in 2019. The empirical application of an expanded set of items demonstrates the existence of more variegated facets of norms of citizenship, including norms to safeguard a sustainable future and distinct populist facets emphasizing the relevance of trust in authorities and experts as well as reliance on feelings and emotions. Contemporary conceptions of citizenship thus go beyond conventional distinctions between dutiful and engaged norms of citizenship., Funding Agencies:Ministry of Science, Research and the Arts Baden-Württemberg University of Mannheim

Previous research indicates that improving digital government services may contribute to the reduction of corruption. This study seeks to deepen the knowledge of this suggested causal link in several ways. Firstly, it adds nuance by examining the effects of two distinct sub-types of digital government services on specifically petty corruption. Secondly, it explores whether impacts vary by corruption systemicity level, which has previously been argued to to affect the effectiveness of certain anti-corruption measures. Using a theoretical framework built on economics of crime theory, I posit that the anti-petty corruption impact of digital government services varies between different service sub-types and between more and less systemically corrupt states. Analyzing hitherto unused global cross-country data for the year 2013, using mainly OLS-models, it is found that informational digital government services constitute effective anti-corruption measures in all settings. Transactional digital government services, on the other hand, are not found to have the same uniform reductive impact in all settings explored.

This paper is built on the notion that the common threefold categorization of countries according to developing, emerging, and developed countries does not fully capture the heterogeneity of the markets observable in the world. To create a more meaningful conceptualization of markets with different development stages, we propose a finetuned framework with the addition of “premerging” and “postmerging” markets as intermediary stages between developing and emerging as well as emerging and developed markets, respectively. We base our claims on economic national data from the International Monetary Fund between 1990-2022 as well as index rankings from the Human Development Index, Sustainability Performance Index and the Sustainable Development Report. Cluster analyses show that there is too much heterogeneity across markets to only work with the established three development stages classification. What is more, over time, the lines between emerging, postmerging and developed markets is blurring. This bears direct implications to all studies on emerging markets. While the term "emerging markets" is widely used in management and economics literature alike, it does have its limitations and can oversimplify the complex dynamics of economic development. We proffer economic prosperity as a dynamic process involving both upward and downward movements between different development stages.

Some theories that venture to understand the importance of architectural design processes and their mechanisms are exposed. In addition, it is proposed to integrate computer science as a discipline to help in the understanding of creative processes. And, with it, provide bases to understand a tool that is always present during architectural design: memory., São expostas algumas teorias que se aventuram a compreender a importância dos processos de projeto arquitetônico e seus mecanismos. Além disso, propõe-se integrar a ciência da computação como disciplina para auxiliar na compreensão dos processos criativos. E, com ela, fornecer bases para entender uma ferramenta sempre presente durante o projeto arquitetônico: a memória., Se exponen algunas teorías que se aventuran por entender la importancia de los procesos de diseño arquitectónico y sus mecanismos. Además, se propone integrar la informática como disciplina para que ayude en la comprensión de procesos creativos. Y, con ello, dar bases para entender una herramienta siempre presente durante el diseño arquitectónico: la memoria.

What strategies can be employed to conceptualize peace? In recent years, scholars have introduced an impressive array of “peace with adjectives” in order to make sense of some of the normative and empirical underpinnings of peace. Negative, positive, everyday, virtual, illiberal, partial, insecure, relational, emancipatory, agonistic, and feminist are some of the qualifiers that have been associated with the concept. While the growing attention to conceptualization is a welcomed development, we argue that the proliferation of new terms has led to increased fragmentation in the field of peace studies. Conceptual fragmentation impedes cumulative knowledge production and generates missed opportunities for fruitful discussions across theoretical and conceptual divides. In this article, we aim to provide more clarity to our field by mapping existing peace conceptualizations and identifying the strategies employed by scholars to construct innovative new terms. In our review, we identify 61 concepts and suggest that these conceptual innovations in peace research belong to one of three analytical strategies: developing diminished subtypes, conceptual narrowing, and conceptual expansion. Building on this categorization, we make recommendations for how peace researchers can enhance clarity and deepen constructive discussions between different conceptual approaches., ¿Qué estrategias se pueden utilizar para conceptualizar la paz? En los últimos años, los académicos han presentado una impresionante variedad de «paz acompañada de adjetivos» con el fin de dar sentido a algunos de los fundamentos normativos y empíricos de la paz. Algunos de los calificativos que se han asociado al concepto han sido: negativa, positiva, cotidiana, virtual, iliberal, parcial, insegura, relacional, emancipatoria, agonística y feminista. Si bien la creciente atención que se está prestando a la conceptualización es un desarrollo bienvenido, argumentamos que la proliferación de nuevos términos ha provocado una mayor fragmentación en el campo de los estudios de la paz. La fragmentación conceptual impide la producción acumulativa de conocimiento y provoca que se pierdan oportunidades para generar debates fructíferos a través de las divisiones teóricas y conceptuales. En este artículo pretendemos aportar más claridad a nuestro campo mediante el mapeo de las conceptualizaciones de paz existentes y la identificación de las estrategias que utilizan los académicos para construir nuevos términos innovadores. En nuestra revisión, identificamos 61 conceptos y sugerimos que estas innovaciones conceptuales dentro de la investigación en materia de la paz pertenecen a una de entre tres posibles estrategias analíticas: desarrollo de subtipos disminuidos, contracción conceptual y expansión conceptual. Partiendo de esta categorización, hacemos recomendaciones sobre cómo los investigadores en el campo de la paz pueden lograr una mejora con relación a la claridad y profundizar en los debates constructivos que se generan entre los diferentes enfoques conceptuales., Quelles stratégies employer pour conceptualiser la paix ? Ces dernières années, les chercheurs ont introduit un éventail impressionnant de « paix avec adjectifs » afin de faire sens de certains fondements normatifs et empiriques de la paix. Négative, positive, quotidienne, virtuelle, illibérale, partielle, précaire, relationnelle, émancipatrice, agnostique, féministe… Tous ces mots ont été employés pour qualifier ce concept. Bien que l'attention croissante à la conceptualisation soit une évolution bienvenue, nous affirmons que la prolifération de nouveaux termes a engendré une fragmentation croissante du domaine des études sur la paix. La fragmentation conceptuelle entrave la production de connaissances cumulatives et crée des occasions manquées de discussions productives par delà les divisions théoriques et conceptuelles. Dans cet article, nous cherchons à contribuer à plus de clarté dans notre domaine en retraçant les conceptualisations existantes de la paix et en identifiant les stratégies employées par les chercheurs pour créer de nouveaux termes innovants. Notre revue de la littérature identifie 61 concepts et suggère que ces innovations conceptuelles dans la recherche sur la paix appartiennent à l'une des trois stratégies analytiques suivantes : le développement de sous-types 'diminués', le rétrécissement conceptuel et l'expansion conceptuelle. En nous appuyant sur cette catégorisation, nous émettons des recommandations pour aider les chercheurs à être plus clairs et à approfondir les discussions constructives entre différentes approches conceptuelles.

What strategies can be employed to conceptualize peace? In recent years, scholars have introduced an impressive array of “peace with adjectives” in order to make sense of some of the normative and empirical underpinnings of peace. Negative, positive, everyday, virtual, illiberal, partial, insecure, relational, emancipatory, agonistic, and feminist are some of the qualifiers that have been associated with the concept. While the growing attention to conceptualization is a welcomed development, we argue that the proliferation of new terms has led to increased fragmentation in the field of peace studies. Conceptual fragmentation impedes cumulative knowledge production and generates missed opportunities for fruitful discussions across theoretical and conceptual divides. In this article, we aim to provide more clarity to our field by mapping existing peace conceptualizations and identifying the strategies employed by scholars to construct innovative new terms. In our review, we identify 61 concepts and suggest that these conceptual innovations in peace research belong to one of three analytical strategies: developing diminished subtypes, conceptual narrowing, and conceptual expansion. Building on this categorization, we make recommendations for how peace researchers can enhance clarity and deepen constructive discussions between different conceptual approaches., ¿Qué estrategias se pueden utilizar para conceptualizar la paz? En los últimos años, los académicos han presentado una impresionante variedad de «paz acompañada de adjetivos» con el fin de dar sentido a algunos de los fundamentos normativos y empíricos de la paz. Algunos de los calificativos que se han asociado al concepto han sido: negativa, positiva, cotidiana, virtual, iliberal, parcial, insegura, relacional, emancipatoria, agonística y feminista. Si bien la creciente atención que se está prestando a la conceptualización es un desarrollo bienvenido, argumentamos que la proliferación de nuevos términos ha provocado una mayor fragmentación en el campo de los estudios de la paz. La fragmentación conceptual impide la producción acumulativa de conocimiento y provoca que se pierdan oportunidades para generar debates fructíferos a través de las divisiones teóricas y conceptuales. En este artículo pretendemos aportar más claridad a nuestro campo mediante el mapeo de las conceptualizaciones de paz existentes y la identificación de las estrategias que utilizan los académicos para construir nuevos términos innovadores. En nuestra revisión, identificamos 61 conceptos y sugerimos que estas innovaciones conceptuales dentro de la investigación en materia de la paz pertenecen a una de entre tres posibles estrategias analíticas: desarrollo de subtipos disminuidos, contracción conceptual y expansión conceptual. Partiendo de esta categorización, hacemos recomendaciones sobre cómo los investigadores en el campo de la paz pueden lograr una mejora con relación a la claridad y profundizar en los debates constructivos que se generan entre los diferentes enfoques conceptuales., Quelles stratégies employer pour conceptualiser la paix ? Ces dernières années, les chercheurs ont introduit un éventail impressionnant de « paix avec adjectifs » afin de faire sens de certains fondements normatifs et empiriques de la paix. Négative, positive, quotidienne, virtuelle, illibérale, partielle, précaire, relationnelle, émancipatrice, agnostique, féministe… Tous ces mots ont été employés pour qualifier ce concept. Bien que l'attention croissante à la conceptualisation soit une évolution bienvenue, nous affirmons que la prolifération de nouveaux termes a engendré une fragmentation croissante du domaine des études sur la paix. La fragmentation conceptuelle entrave la production de connaissances cumulatives et crée des occasions manquées de discussions productives par delà les divisions théoriques et conceptuelles. Dans cet article, nous cherchons à contribuer à plus de clarté dans notre domaine en retraçant les conceptualisations existantes de la paix et en identifiant les stratégies employées par les chercheurs pour créer de nouveaux termes innovants. Notre revue de la littérature identifie 61 concepts et suggère que ces innovations conceptuelles dans la recherche sur la paix appartiennent à l'une des trois stratégies analytiques suivantes : le développement de sous-types 'diminués', le rétrécissement conceptuel et l'expansion conceptuelle. En nous appuyant sur cette catégorisation, nous émettons des recommandations pour aider les chercheurs à être plus clairs et à approfondir les discussions constructives entre différentes approches conceptuelles.

What strategies can be employed to conceptualize peace? In recent years, scholars have introduced an impressive array of “peace with adjectives” in order to make sense of some of the normative and empirical underpinnings of peace. Negative, positive, everyday, virtual, illiberal, partial, insecure, relational, emancipatory, agonistic, and feminist are some of the qualifiers that have been associated with the concept. While the growing attention to conceptualization is a welcomed development, we argue that the proliferation of new terms has led to increased fragmentation in the field of peace studies. Conceptual fragmentation impedes cumulative knowledge production and generates missed opportunities for fruitful discussions across theoretical and conceptual divides. In this article, we aim to provide more clarity to our field by mapping existing peace conceptualizations and identifying the strategies employed by scholars to construct innovative new terms. In our review, we identify 61 concepts and suggest that these conceptual innovations in peace research belong to one of three analytical strategies: developing diminished subtypes, conceptual narrowing, and conceptual expansion. Building on this categorization, we make recommendations for how peace researchers can enhance clarity and deepen constructive discussions between different conceptual approaches., ¿Qué estrategias se pueden utilizar para conceptualizar la paz? En los últimos años, los académicos han presentado una impresionante variedad de «paz acompañada de adjetivos» con el fin de dar sentido a algunos de los fundamentos normativos y empíricos de la paz. Algunos de los calificativos que se han asociado al concepto han sido: negativa, positiva, cotidiana, virtual, iliberal, parcial, insegura, relacional, emancipatoria, agonística y feminista. Si bien la creciente atención que se está prestando a la conceptualización es un desarrollo bienvenido, argumentamos que la proliferación de nuevos términos ha provocado una mayor fragmentación en el campo de los estudios de la paz. La fragmentación conceptual impide la producción acumulativa de conocimiento y provoca que se pierdan oportunidades para generar debates fructíferos a través de las divisiones teóricas y conceptuales. En este artículo pretendemos aportar más claridad a nuestro campo mediante el mapeo de las conceptualizaciones de paz existentes y la identificación de las estrategias que utilizan los académicos para construir nuevos términos innovadores. En nuestra revisión, identificamos 61 conceptos y sugerimos que estas innovaciones conceptuales dentro de la investigación en materia de la paz pertenecen a una de entre tres posibles estrategias analíticas: desarrollo de subtipos disminuidos, contracción conceptual y expansión conceptual. Partiendo de esta categorización, hacemos recomendaciones sobre cómo los investigadores en el campo de la paz pueden lograr una mejora con relación a la claridad y profundizar en los debates constructivos que se generan entre los diferentes enfoques conceptuales., Quelles stratégies employer pour conceptualiser la paix ? Ces dernières années, les chercheurs ont introduit un éventail impressionnant de « paix avec adjectifs » afin de faire sens de certains fondements normatifs et empiriques de la paix. Négative, positive, quotidienne, virtuelle, illibérale, partielle, précaire, relationnelle, émancipatrice, agnostique, féministe… Tous ces mots ont été employés pour qualifier ce concept. Bien que l'attention croissante à la conceptualisation soit une évolution bienvenue, nous affirmons que la prolifération de nouveaux termes a engendré une fragmentation croissante du domaine des études sur la paix. La fragmentation conceptuelle entrave la production de connaissances cumulatives et crée des occasions manquées de discussions productives par delà les divisions théoriques et conceptuelles. Dans cet article, nous cherchons à contribuer à plus de clarté dans notre domaine en retraçant les conceptualisations existantes de la paix et en identifiant les stratégies employées par les chercheurs pour créer de nouveaux termes innovants. Notre revue de la littérature identifie 61 concepts et suggère que ces innovations conceptuelles dans la recherche sur la paix appartiennent à l'une des trois stratégies analytiques suivantes : le développement de sous-types 'diminués', le rétrécissement conceptuel et l'expansion conceptuelle. En nous appuyant sur cette catégorisation, nous émettons des recommandations pour aider les chercheurs à être plus clairs et à approfondir les discussions constructives entre différentes approches conceptuelles.

The conceptualization of mental disorders varies among professionals, impacting diagnosis, treatment, and research. This cross-disciplinary study aimed to understand how various professionals, including psychiatrists, psychologists, medical students, philosophers, and social sciences experts, perceive mental disorders, their attitudes towards the disease status of certain mental states, and their emphasis on biological versus social explanatory attributions. A survey of 371 participants assessed their agreement on a variety of conceptual statements and the relative influence of biological or social explanatory attribution for different mental states. Our findings revealed a consensus on the need for multiple explanatory perspectives in understanding psychiatric conditions and the influence of social, cultural, moral, and political values on diagnosis and classification. Psychiatrists demonstrated balanced bio-social explanatory attributions for various mental conditions, indicating a potential shift from the biological attribution predominantly observed among medical students and residents in psychiatry. Further research into factors influencing these differing perspectives is necessary.

As EU institutions are increasingly being asked to address societal challenges, the legitimacy need of the EU becomes more evident. With the aim of complementing the already rich literature on normative EU legitimacy and ultimately enabling evidence-based legitimation strategies, this contribution identifies and addresses gaps in empirical research on perceived EU legitimacy, which pertain to conceptualization, operationalization and explanatory factors. To that end, we first of all define perceived EU legitimacy as the perception among EU citizens that the EU’s exercise of authority is appropriate. Drawing on the relational approach to legitimacy, these perceptions arise from socially held norms about how the EU should rightfully exercise authority, which are in turn influenced by the socio-political context. We then propose ways in which such a conception of legitimacy can be operationalized in empirical research. Finally, we lay the foundation for a theoretical model on the sources of EU legitimacy perceptions, arguing that such a model should consider social psychological processes related to identity and morality, because these factors influence how people process information about the EU, and are increasingly part of the environment in which norms about rightful rule arise. Once empirical research is better equipped to understand these processes underlying citizens’ legitimacy perceptions of the EU, opportunities arise to develop evidence-based interventions and inform legal practices in the EU with extra-legal insights. As EU legitimation through policies, legal reform and institutional design requires knowledge of legal feasibility, social scientists and lawyers should collaborate to embed empirical insights in EU law. Bridging the norm-fact divide in this manner is both normatively desirable and empirically necessary for the EU to strengthen its legitimacy and face societal challenges.

Irritability is a term used to describe feelings of anger, annoyance and impatience, and is commonly experienced by individuals in daily life. However, there are diverse conceptualizations of irritability in public and clinical research, which often result in confusing irritability with anger and other overlapping concepts. This, in turn, leads to a lack of conceptual clarity. Accordingly, the purpose of this concept analysis was to explore the irritability concept, including its definitions, defining characteristics, antecedents, consequences and empirical referents. The findings showed that irritability is predominantly conceptualized as a psychophysiological concept in the literature. We demonstrated that irritability can be differentiated from overlapping concepts like anger by qualities, such as 'unpredictability and lowered emotion control', 'lowered threshold for negative emotional stimuli', 'being manifested in response to frustrative situations or physiological needs' and 'experience of disproportionate and unjustified emotional irritation'. Importantly, severe irritability prospectively predicts psychiatric disorders and greater impairments in health, financial, educational and social functioning in individuals. Taken together, our analysis showed that one should take into account the context, duration, intensity and importantly outcomes, when assessing irritability in an individual. Considering these findings and the presence of irritability in nursing practice, it is crucial for nurses to recognize and successfully identify this concept in the nursing care they provide within the diverse settings and patient populations.

Uno de los inconvenientes a los que más se enfrentan los arquitectos a la hora de diseñar es la complejidad que, por naturaleza, implica dicha actividad, la cual se debe a las múltiples variables que intervienen en ella. La falta de comprensión de esta complejidad puede llevar a diseños con errores y deficiencias, a soluciones formales que no resuelven verdaderamente el problema. Se requieren herramientas que ayuden a comprender y manejar esta complejidad y guíen al diseñador en la toma de decisiones. El objetivo es presentar un modelo de diseño integral que cumpla con dicha tarea. Para evaluar su aplicabilidad se recurrió a una metodología cualitativa, en la cual el modelo fue implementado en talleres por estudiantes de arquitectura. El resultado es una herramienta metodológica que se diferencia de los modelos existentes por su perspectiva integral y su naturaleza, centrada en tres ejes de diseño: habitante, ambiente y sociedad., One of the drawbacks that architects face the most when designing is the complexity that, by nature, implies such activity, which is due to the multiple variables involved in it. Failure to understand this complexity can lead to designs with errors and deficiencies, to formal solutions that do not truly solve the problem. Tools are needed to help understand and manage this complexity and guide the designer in decision making. The objective is to present a comprehensive design model that accomplishes this task. To evaluate its applicability, a qualitative methodology was used, in which the model was implemented in workshops by architecture students. The result is a methodological tool that differs from existing models due to its integral perspective and its nature, focused on three design axes: inhabitant, environment and society.

Introduction: The concept of creativity is a term that has been studied to find an exact definition of it. The study aims is to analyze the various existing definitions of creativity to find a diversity of meanings of the same term. Methodology: The methodology used is based on a systematic review of the literature based on the principles of the PRISMA statement and which refers to the search for research in the Dialnet Plus, Scielo and Scopus databases. Results: The results found show the diversity of existing definitions of creativity and how these can be classified depending on their meaning into person, process, product or environment; focusing therefore these studies on understanding creativity as a mental process that is used for the resolution of a conflict from something original and novel. Conclusions: In short, as a conclusion, it is necessary to point out how the construct of creativity can be understood in different ways depending on the perspective in which it is studied, which leads to the fact that there is no generalized term for creativity and that it is so ambiguous., Introducción: El concepto de creatividad es un término que ha sido estudiado para poder hallar una definición exacta del mismo. El objetivo de este estudio es analizar los diversos conceptos existentes sobre creatividad con la finalidad de diversidad de significados acerca de un mismo término. Metodología: La metodología empleada se encuentra basada en una revisión sistemática de la literatura fundamentada en los principios de la declaración PRISMA y que hace referencia a la búsqueda de investigaciones en las bases de datos de Dialnet Plus, Scielo y Scopus. Resultados: Los resultados encontrados muestran la diversidad de conceptos existentes sobre creatividad y cómo estos pueden clasificarse dependiendo de su significado en: persona, proceso, producto o ambiente; enfocándose pues estos estudios en entender la creatividad como un proceso mental que se utiliza para la resolución de un conflicto a partir de algo original y novedoso. Conclusiones: En definitiva, como conclusión, es preciso señalar cómo el constructo de la creatividad puede ser entendido de diferente manera dependiendo de la perspectiva en la que se estudie, lo que conlleva que no exista un término generalizado para la creatividad y que este sea tan ambiguo.

n the last decades, literary reading has become an object of study in the field of Humanities and Education, mobilizing research on the formation of the literary text, reader training, and the mediation of reading. In light of these discussions and motivated by a bibliographic review as part of the knowledge base of a doctoral thesis, this article aims to discuss the place of literary reading in schools, focusing on theoretical perspectives and studies. For this purpose, this study started with bibliographic research based on the reflections of Zilberman and Silva (2008) and Louichon (2020) to discuss the conceptualization of literary reading; Karlo-Gomes and Cosson (2021) to explain their perspectives in the school setting; and Marchesano (2016) to reflect on this phenomenon as an object of study in the academic universe. In light of the stated results, we note that literary reading is a concept generally associated with the field of teaching and school; encompassing different locations given the various incursions, interactions, and experiences this particular type of reading require. We also see that literary reading is a cognitive and affective process in which themes, such as the tragic, make an important contribution to the formation of readers in the early grades, Nas últimas décadas, a leitura literária empreende um objeto de investigação na área de Letras e de Educação, mobilizando pesquisas sobre escolarização do texto literário, formação de leitores e mediação de leitura. Atinente a essas discussões e motivado por um levantamento bibliográfico como parte do estado de conhecimento de uma pesquisa de doutorado, este artigo objetiva discutir o lugar da leitura literária na escola, focalizando perspectivas teóricas e estudos. Para tanto, partimos de uma pesquisa bibliográfica, amparada nas considerações de Zilberman e Silva (2008) e Louichon (2020) para discorrer sobre a conceituação de leitura literária; Karlo-Gomes e Cosson (2021) para explicitar suas perspectivas no ambiente escolar; e de Marchesano (2016) para refletir sobre esse fenômeno como objeto de estudo no universo acadêmico. Apreendemos, diante dos resultados apontados, que a leitura literária evoca um conceito em uso, geralmente associado ao campo do ensino, e que seu lugar na escola envolve lugares, face às diferentes incursões, interações e experiências que essa condição peculiar de leitura demanda. Vislumbramos também que a leitura literária concerne a um processo cognitivo e afetivo, no qual temáticas como o trágico tem significativa contribuição na formação de leitores nas primeiras séries de escolarização, En las últimas décadas, la lectura literaria emprende un objeto de investigación en el área de Letras y de Educación, movilizando investigaciones sobre la escolarización del texto literario, la formación de lectores y la mediación lectora. En lo tocante a estas discusiones y motivado por un levantamiento bibliográfico como parte del estado de conocimiento de una investigación doctoral, este artículo tiene como objetivo discutir el lugar de la lectura literaria en la escuela, centrándose en perspectivas teóricas y estudios. Para ello, partimos de una investigación bibliográfica, apoyada en las consideraciones de Zilberman y Silva (2008) y Louichon (2020) para discutir sobre la conceptualización de la lectura literaria; Karlo-Gomes y Cosson (2021) para explicar sus perspectivas en el ámbito escolar; y Marchesano (2016) para reflexionar sobre este fenómeno como objeto de estudio en el universo académico. Entendemos, a la vista de los resultados señalados, que la lectura literaria evoca un concepto en uso, generalmente asociado al campo de la enseñanza, y que su lugar en la escuela involucra lugares, dadas las diferentes incursiones, interacciones y experiencias que demanda esta peculiar condición de lectura. Vislumbramos también que la lectura literaria atañe a un proceso cognitivo y afectivo, en el que temas como lo trágico tienen un aporte significativo en la formación de lectores en los primeros grados de escolaridad.

Introduction: The concept of creativity is a term that has been studied to find an exact definition of it. The study aims is to analyze the various existing definitions of creativity to find a diversity of meanings of the same term. Methodology: The methodology used is based on a systematic review of the literature based on the principles of the PRISMA statement and which refers to the search for research in the Dialnet Plus, Scielo and Scopus databases. Results: The results found show the diversity of existing definitions of creativity and how these can be classified depending on their meaning into person, process, product or environment; focusing therefore these studies on understanding creativity as a mental process that is used for the resolution of a conflict from something original and novel. Conclusions: In short, as a conclusion, it is necessary to point out how the construct of creativity can be understood in different ways depending on the perspective in which it is studied, which leads to the fact that there is no generalized term for creativity and that it is so ambiguous., Introducción: El concepto de creatividad es un término que ha sido estudiado para poder hallar una definición exacta del mismo. El objetivo de este estudio es analizar los diversos conceptos existentes sobre creatividad con la finalidad de diversidad de significados acerca de un mismo término. Metodología: La metodología empleada se encuentra basada en una revisión sistemática de la literatura fundamentada en los principios de la declaración PRISMA y que hace referencia a la búsqueda de investigaciones en las bases de datos de Dialnet Plus, Scielo y Scopus. Resultados: Los resultados encontrados muestran la diversidad de conceptos existentes sobre creatividad y cómo estos pueden clasificarse dependiendo de su significado en: persona, proceso, producto o ambiente; enfocándose pues estos estudios en entender la creatividad como un proceso mental que se utiliza para la resolución de un conflicto a partir de algo original y novedoso. Conclusiones: En definitiva, como conclusión, es preciso señalar cómo el constructo de la creatividad puede ser entendido de diferente manera dependiendo de la perspectiva en la que se estudie, lo que conlleva que no exista un término generalizado para la creatividad y que este sea tan ambiguo.

INTRODUCTION: Existing advance care planning (ACP) definitional frameworks apply to individuals with decision-making capacity. We aimed to conceptualize ACP for dementia in terms of its definition and issues that deserve particular attention. METHODS: Delphi study with phases: (A) adaptation of a generic ACP framework by a task force of the European Association for Palliative Care (EAPC); (B) four online surveys by 107 experts from 33 countries, September 2021 to June 2022; (C) approval by the EAPC board. RESULTS: ACP in dementia was defined as a communication process adapted to the person's capacity, which includes, and is continued with, family if available. We identified pragmatic boundaries regarding participation and time (i.e., current or end-of-life care). Three interrelated issues that deserve particular attention were capacity, family, and engagement and communication. DISCUSSION: A communication and relationship-centered definitional framework of ACP in dementia evolved through international consensus supporting inclusiveness of persons with dementia and their family. Highlights: This article offers a consensus definitional framework of advance care planning in dementia. The definition covers all stages of capacity and includes family caregivers. Particularly important are (1) capacity, (2) family, (3) engagement, and communication. Fluctuating capacity was visualized in relation to roles and engaging stakeholders., Methodologie en Organisatie van Design

Brand trust is becoming even more important now consumers are changing their shopping behavior, also for high involvement products. The current scales to measure brand trust, however, have been developed particularly using low involvement purchases in traditional retail settings. The purpose of this research is to update the conceptualization of brand trust, including its dimensional structure and their corresponding measurement items. For this, we conducted four different studies, using two high involvement product categories: mobile phones and fashion clothing. Our new brand trust scale comprises two dimensions. The reliability dimension seems consistent with the existing literature but may be improved by adding items that represent important developments in the current retail sector, focusing on user needs and shopper experience. The security dimension, however, bridges a gap in the current brand trust literature. This feeling of relief and safety indicates strong brand trust signals for consumers in a high involvement product category. Security proves even more important than reliability in brand trust.

The article analyzes the cognitive process of conceptualization, which is the process and the result of the mental construction of objects and phenomena. Conceptualization consists of the structuring of knowledge the awareness of specific information. Concepts, which are the result of conceptualization, form a separate system of interrelationships and subordination and thus compose the conceptosphere of national culture. A single concept can be expressed in several ways and at the same time a single word can express different concepts. The article emphasizes that the study of conceptualization strengthens the understanding of the role of concepts in forming a picture of the world. The result of conceptualization is not just a list of formed concepts, but also a conceptosphere as a system which includes both concepts and the connections between them., W artykule poddano analizie poznawczy proces konceptualizacji, który jest procesem i wynikiem umysłowej konstrukcji obiektów i zjawisk. Konceptualizacja polega na strukturyzacji wiedzy o świadomości określonych informacji. Pojęcia, które są wynikiem konceptualizacji, tworzą odrębny system wzajemnych powiązań i podporządkowania, a tym samym tworzą konceptosferę kultury narodowej. Pojedyncze pojęcie może być wyrażone na kilka sposobów, a jednocześnie jedno słowo może wyrażać różne pojęcia. W artykule podkreślono, że badanie konceptualizacji wzmacnia zrozumienie roli pojęć w tworzeniu obrazu świata. Wynikiem konceptualizacji jest nie tylko lista utworzonych pojęć, ale także konceptosfera jako system, który obejmuje zarówno pojęcia, jak i połączenia między nimi.

Background and Objectives Unprecedented social restrictions during the COVID-19 pandemic have provided a new lens for considering the inter-relationship between social isolation and loneliness in later life. We present these inter-relationships before and during the COVID-19 restrictions and investigate to what extent demographic, socio-economic, and health factors associated with such experiences differed during the pandemic. Research Design and Method We used data from four British longitudinal population-based studies (1946 NSHD, 1958 NCDS, 1970 BCS, and ELSA, N=12,129). Rates, co-occurrences, and correlates of social isolation and loneliness are presented prior to and during the early stage of the COVID-19 pandemic and the inter-relationships between these experiences are elucidated in both periods. Results Across the four studies, pre-pandemic proportions reporting social isolation ranged from 15 to 54%, with higher rates in older ages (e.g. 32% of 70-79 and 54% of those over 80). During the pandemic, the percentage of older people reporting both social isolation and loneliness and isolation only slightly increased. The inter-relationship between social isolation and loneliness did not change. Associations between socio-demographic and health characteristics and social isolation and loneliness also remained consistent, with greater burden among those with higher economic precarity (females, non-homeowners, unemployed, illness and greater financial stress). Discussion and Implications There were already large inequalities in experiences of social isolation and loneliness and the pandemic had a small impact on worsening extent and inequalities in these. The concepts of loneliness and social isolation are not interchangeable, and clarity is needed in how they are conceptualised, operationalised, and interpreted. Given many older adults experience high levels of social isolation, there should be greater emphasis on reducing social isolation and the inequal, SCOPUS: ar.j, info:eu-repo/semantics/published

The development of the government system in Indonesia has resulted in significant changes in the form of granting autonomy to the regions. Regional autonomy includes the granting of authority to regions to regulate local issues in accordance with the needs and characteristics of the region. Special autonomy is a variation of the concept of regional autonomy that gives special authority and responsibility to regions with certain characteristics. The purpose of this research is to analyze the way the concept and implementation of special autonomy is interpreted in the situation of regional autonomy. This research uses a normative legal approach method to examine relevant legal regulations and literature related to this topic. The results show that special autonomy is an important step in building governance that is responsive to local needs. While recognizing the privileges of regions with special characteristics, special autonomy must still maintain the unity of the state and respect the values of diversity. The implementation of special autonomy has had a positive impact on regional empowerment, but needs to be improved to remain in line with national goals and human rights. The interaction between the central and local governments in the context of special autonomy also needs to be maintained and strengthened to achieve sustainable and inclusive development throughout Indonesia.

Uno de los inconvenientes a los que más se enfrentan los arquitectos a la hora de diseñar es la complejidad que, por naturaleza, implica dicha actividad, la cual se debe a las múltiples variables que intervienen en ella. La falta de comprensión de esta complejidad puede llevar a diseños con errores y deficiencias, a soluciones formales que no resuelven verdaderamente el problema. Se requieren herramientas que ayuden a comprender y manejar esta complejidad y guíen al diseñador en la toma de decisiones. El objetivo es presentar un modelo de diseño integral que cumpla con dicha tarea. Para evaluar su aplicabilidad se recurrió a una metodología cualitativa, en la cual el modelo fue implementado en talleres por estudiantes de arquitectura. El resultado es una herramienta metodológica que se diferencia de los modelos existentes por su perspectiva integral y su naturaleza, centrada en tres ejes de diseño: habitante, ambiente y sociedad., One of the drawbacks that architects face the most when designing is the complexity that, by nature, implies such activity, which is due to the multiple variables involved in it. Failure to understand this complexity can lead to designs with errors and deficiencies, to formal solutions that do not truly solve the problem. Tools are needed to help understand and manage this complexity and guide the designer in decision making. The objective is to present a comprehensive design model that accomplishes this task. To evaluate its applicability, a qualitative methodology was used, in which the model was implemented in workshops by architecture students. The result is a methodological tool that differs from existing models due to its integral perspective and its nature, focused on three design axes: inhabitant, environment and society.

n the last decades, literary reading has become an object of study in the field of Humanities and Education, mobilizing research on the formation of the literary text, reader training, and the mediation of reading. In light of these discussions and motivated by a bibliographic review as part of the knowledge base of a doctoral thesis, this article aims to discuss the place of literary reading in schools, focusing on theoretical perspectives and studies. For this purpose, this study started with bibliographic research based on the reflections of Zilberman and Silva (2008) and Louichon (2020) to discuss the conceptualization of literary reading; Karlo-Gomes and Cosson (2021) to explain their perspectives in the school setting; and Marchesano (2016) to reflect on this phenomenon as an object of study in the academic universe. In light of the stated results, we note that literary reading is a concept generally associated with the field of teaching and school; encompassing different locations given the various incursions, interactions, and experiences this particular type of reading require. We also see that literary reading is a cognitive and affective process in which themes, such as the tragic, make an important contribution to the formation of readers in the early grades, Nas últimas décadas, a leitura literária empreende um objeto de investigação na área de Letras e de Educação, mobilizando pesquisas sobre escolarização do texto literário, formação de leitores e mediação de leitura. Atinente a essas discussões e motivado por um levantamento bibliográfico como parte do estado de conhecimento de uma pesquisa de doutorado, este artigo objetiva discutir o lugar da leitura literária na escola, focalizando perspectivas teóricas e estudos. Para tanto, partimos de uma pesquisa bibliográfica, amparada nas considerações de Zilberman e Silva (2008) e Louichon (2020) para discorrer sobre a conceituação de leitura literária; Karlo-Gomes e Cosson (2021) para explicitar suas perspectivas no ambiente escolar; e de Marchesano (2016) para refletir sobre esse fenômeno como objeto de estudo no universo acadêmico. Apreendemos, diante dos resultados apontados, que a leitura literária evoca um conceito em uso, geralmente associado ao campo do ensino, e que seu lugar na escola envolve lugares, face às diferentes incursões, interações e experiências que essa condição peculiar de leitura demanda. Vislumbramos também que a leitura literária concerne a um processo cognitivo e afetivo, no qual temáticas como o trágico tem significativa contribuição na formação de leitores nas primeiras séries de escolarização, En las últimas décadas, la lectura literaria emprende un objeto de investigación en el área de Letras y de Educación, movilizando investigaciones sobre la escolarización del texto literario, la formación de lectores y la mediación lectora. En lo tocante a estas discusiones y motivado por un levantamiento bibliográfico como parte del estado de conocimiento de una investigación doctoral, este artículo tiene como objetivo discutir el lugar de la lectura literaria en la escuela, centrándose en perspectivas teóricas y estudios. Para ello, partimos de una investigación bibliográfica, apoyada en las consideraciones de Zilberman y Silva (2008) y Louichon (2020) para discutir sobre la conceptualización de la lectura literaria; Karlo-Gomes y Cosson (2021) para explicar sus perspectivas en el ámbito escolar; y Marchesano (2016) para reflexionar sobre este fenómeno como objeto de estudio en el universo académico. Entendemos, a la vista de los resultados señalados, que la lectura literaria evoca un concepto en uso, generalmente asociado al campo de la enseñanza, y que su lugar en la escuela involucra lugares, dadas las diferentes incursiones, interacciones y experiencias que demanda esta peculiar condición de lectura. Vislumbramos también que la lectura literaria atañe a un proceso cognitivo y afectivo, en el que temas como lo trágico tienen un aporte significativo en la formación de lectores en los primeros grados de escolaridad.

Introduction: The concept of creativity is a term that has been studied to find an exact definition of it. The study aims is to analyze the various existing definitions of creativity to find a diversity of meanings of the same term. Methodology: The methodology used is based on a systematic review of the literature based on the principles of the PRISMA statement and which refers to the search for research in the Dialnet Plus, Scielo and Scopus databases. Results: The results found show the diversity of existing definitions of creativity and how these can be classified depending on their meaning into person, process, product or environment; focusing therefore these studies on understanding creativity as a mental process that is used for the resolution of a conflict from something original and novel. Conclusions: In short, as a conclusion, it is necessary to point out how the construct of creativity can be understood in different ways depending on the perspective in which it is studied, which leads to the fact that there is no generalized term for creativity and that it is so ambiguous., Introducción: El concepto de creatividad es un término que ha sido estudiado para poder hallar una definición exacta del mismo. El objetivo de este estudio es analizar los diversos conceptos existentes sobre creatividad con la finalidad de diversidad de significados acerca de un mismo término. Metodología: La metodología empleada se encuentra basada en una revisión sistemática de la literatura fundamentada en los principios de la declaración PRISMA y que hace referencia a la búsqueda de investigaciones en las bases de datos de Dialnet Plus, Scielo y Scopus. Resultados: Los resultados encontrados muestran la diversidad de conceptos existentes sobre creatividad y cómo estos pueden clasificarse dependiendo de su significado en: persona, proceso, producto o ambiente; enfocándose pues estos estudios en entender la creatividad como un proceso mental que se utiliza para la resolución de un conflicto a partir de algo original y novedoso. Conclusiones: En definitiva, como conclusión, es preciso señalar cómo el constructo de la creatividad puede ser entendido de diferente manera dependiendo de la perspectiva en la que se estudie, lo que conlleva que no exista un término generalizado para la creatividad y que este sea tan ambiguo.

This paper presents an overview of local curriculum development, which involves designing a curriculum that is customized to the specific needs and context of a particular school, community, or region. The conceptualization and theoretical foundations of this approach are based on the principles of student-centered education, cultural responsiveness, and meeting the needs of the local community. The rationale for local curriculum development is based on the belief that a personalized curriculum can enhance student engagement and achievement, address their needs and interests, promote equity and inclusion, and encourage innovation. In conclusion, this paper asserts that local curriculum development is an essential aspect of modern education that can improve the effectiveness and engagement of the education system by better serving the needs and interests of students.

This paper presents an overview of local curriculum development, which involves designing a curriculum that is customized to the specific needs and context of a particular school, community, or region. The conceptualization and theoretical foundations of this approach are based on the principles of student-centered education, cultural responsiveness, and meeting the needs of the local community. The rationale for local curriculum development is based on the belief that a personalized curriculum can enhance student engagement and achievement, address their needs and interests, promote equity and inclusion, and encourage innovation. In conclusion, this paper asserts that local curriculum development is an essential aspect of modern education that can improve the effectiveness and engagement of the education system by better serving the needs and interests of students.

Maps are excellent as a medium for communicating spatial configurations at geographical scales. However, the communication of thematic qualities of geographical features is constrained by the traditionally assumed strict classification of features on the map and the strong focus on spatial representation. This is despite the fact that places are central aspects of everyday life that we use to structure our experiences and thus the need to include them in many maps. This paper explores how places can be communicated through the map medium. In particular, it addresses the question of the extent to which places are mediated or merely referenced, and the extent to which maps already communicate places through its inherent spatial and thematic aspects. This is followed by a discussion of how maps not only communicate but also shape places. In perspective, this contributes to a better and more targeted representation of places, especially through maps, but also advances our understanding of how places are conceptually entangled with spatial and thematic aspects.

Introduction Health systems worldwide face the challenge of increasing population health with high-quality care and reducing health care expenditure growth. In pursuit for a solution, regional cross-sectoral partnerships aim to reorganize and integrate services across public health, health care and social care. Although the complexity of regional partnerships demands an incremental strategy, it is yet not known how learning works within these partnerships. To understand learning in regional cross-sectoral partnerships for health, this study aims to map the concept Learning Health System (LHS). Methods This mapping review used a qualitative text analysis approach. A literature search was conducted in Embase and was limited to English-language papers published in the period 2015-2020. Title-abstract screening was performed using established exclusion criteria. During full-text screening, we combined deductive and inductive coding. The concept LHS was disentangled into aims, design elements, and process of learning. Data extraction and analysis were performed in MAX QDA 2020. Results In total, 155 articles were included. All articles used the LHS definition of the Institute of Medicine. The interpretation of the concept LHS varied widely. The description of LHS contained 25 highly connected aims. In addition, we identified nine design elements. Most elements were described similarly, only the interpretation of stakeholders, data infrastructure and data varied. Furthermore, we identified three types of learning: learning as 1) interaction between clinical practice and research; 2) a circular process of converting routine care data to knowledge, knowledge to performance; and performance to data; and 3) recurrent interaction between stakeholders to identify opportunities for change, to reveal underlying values, and to evaluate processes. Typology 3 was underrepresented, and the three types of learning rarely occurred simultaneously.

The concepts “resilience” and “community” appear frequently in research on disasters associated with major society-shaping phenomena such as climate change or urbanization. The chapter seeks to explicate how social science research conceptualizes the resilient community, building on a descriptive overview of disaster studies and climate change adaptation literature. Furthermore, the chapter explores how different conceptualizations of the resilient community frame social futures amid disasters. Three key conceptualizations of resilient community arise from the literature: (i) resilient community of belonging, (ii) resilient community of practice, and (iii) resilient community as an object of governance. Patterns arising across these conceptualizations resonate with previous critiques on how a focus on resilience and communities can serve to suppress the ideas and practices of the social, in line with neoliberal politics. Yet the conceptualizations are not univocally compatible with neoliberalism and can point to a variety of social futures. Conceptualizations of the resilient community can draw attention to the self-organizing of communities, as well as illustrate how a civil society mobilizes around a cause. Ideally, the cause is in line with the interests of the disaster-affected people, who typically are also marginalized in and across societies.

What is it to be “an ideal parent”? Does the answer differ across countries and social classes? To answer these questions in a way that minimizes bias and ethnocentrism, we used open-ended questions to explore ideal-parent beliefs among 8,357 mothers and 3,517 fathers from 37 countries. Leximancer Semantic Network Analysis was utilized to first determine parenting culture zones (i.e., countries with shared ideal-parent beliefs) and then extract the predominant themes and concepts in each culture zone. The results yielded specific types of ideal-parent beliefs in five parenting culture zones: being “responsible and children/family-focused” for Asian parents, being “responsible and proper demeanor-focused” for African parents, and being “loving and responsible” for Hispanic-Italian parents. Although the most important themes and concepts were the same in the final two zones—being “loving and patient,” there were subtle differences: English-speaking, European Union, and Russian parents emphasized “being caring,” while French-speaking parents valued “listening” or being “present.” Ideal-parent beliefs also differed by education levels within culture zones, but no general pattern was discerned across culture zones. These findings suggest that the country in which parents were born cannot fully explain their differences in ideal-parent beliefs and that differences arising from social class or education level cannot be dismissed. Future research should consider how these differences affect the validity of the measurements in question and how they can be incorporated into parenting intervention research within and across cultures.

The development and creation of a product is carried out to satisfy a task, however, this may not be the first to be fulfilled in front of the user, products in addition to satisfying needs and practical functions are transmitters of additional values that in the conceptualisation process the designer must interpret consciously. A product is not only limited to fulfilling its function, but is immersed in secondary or complementary functions so that it can be used in other contexts or environments according to the user, that is to say, in the need that arises in that time and space, for example; a spoon whose utility is to transport food from the plate to the mouth is used to curl a person’s eyelashes instead of using a “curling iron”. Presenting design objects as the result of a creative process is based on the conceptualisation and interpretation of form, it refers to an exchange of ideas with a great diversity of meanings depending on the construct of the referent, the emotional reactions and the development of divergent thinking by the industrial designer., O desenvolvimento e a criação de um produto são realizados para satisfazer uma tarefa; no entanto, essa pode não ser a primeira a ser cumprida na frente do usuário; os produtos, além de satisfazer necessidades e funções práticas, são transmissores de valores adicionais que, no processo de conceituação, o designer deve interpretar conscientemente. Um produto não se limita apenas a cumprir sua função, mas está imerso em funções secundárias ou complementares para que possa ser usado em outros contextos ou ambientes de acordo com o usuário, ou seja, na necessidade que surgir naquele tempo e espaço, por exemplo, uma colher cuja utilidade é transportar alimentos do prato para a boca é usada para enrolar os cílios de uma pessoa em vez de usar um “ferro de enrolar”. A apresentação de objetos de design como resultado de um processo criativo baseia-se na conceituação e na interpretação da forma, refere-se a uma troca de ideias com uma grande diversidade de significados, dependendo da construção do referente, das reações emocionais e do desenvolvimento do pensamento divergente do designer industrial., El desarrollo y creación de un producto se realiza para satisfacer una tarea, sin embargo, esta puede no ser la primera en cumplirse al estar frente al usuario, los productos además de satisfacer necesidades y funciones prácticas son transmisores de valores adicionales que en el proceso de conceptualización el diseñador debe interpretar de forma consciente. Un producto no sólo se limita a cumplir con su función, sino que está inmerso en funciones secundarias o complementarias para que se use en otros contextos o entornos de acuerdo con el usuario, es decir, la necesidad que se presente en ese tiempo y espacio, por ejemplo; una cuchara que su utilidad es transportar comida del plato a la boca se utilice para enchinar las pestañas de una persona en lugar de utilizar un “rizador”. Presentar objetos de diseño como el resultado de un proceso creativo es fundamentado mediante la conceptualización e interpretación de la forma, refiriendo a un intercambio de ideas con una gran diversidad de significados dependiendo el constructo del referente, las reacciones emocionales y el desarrollo del pensamiento divergente por el diseñador industrial.

Tento příspěvek se zaměřuje na konceptualizaci tří pojmů: krize, konflikt a nejistota. Cílem je přispět k lepšímu porozumění těmto jevům a vytvořit teoretický rámec pro jejich studium a analýzu. V úvodu jsou definovány tyto pojmy a jsou prezentovány různé přístupy k jejich výkladu a interpretaci. Dále se článek zaměřuje na vztah mezi těmito jevy a ukazuje, jak se mohou navzájem ovlivňovat a vzájemně se posilovat. Celkově tento teoretický příspěvek nabízí základní rámec pro studium těchto jevů, který může být užitečný pro odborníky v oblasti sociologie, politologie, bezpečnostních studií, ekonomie a dalších společenských věd., This paper focuses on the conceptualization of three concepts: crisis, conflict, and uncertainty. The aim is to contribute to a better understanding of these phenomena and to create a theoretical Framework for their study and analysis. In the introduction, these concepts are defined, and various approaches to their interpretation and explanation are presented. The article then focuses on the relationship between these phenomena and shows how they can influence each other and strengthen each other. Overall, this theoretical paper offers a basic framework for studying these phenomena, which can be useful for professionals in the fields of sociology, political science, security studies, economics, and other social sciences.

Purpose: Although common mental disorders (CMDs) highly impact individuals and society, a knowledge gap exists on how sickness absence can be prevented in workers with CMDs. This study explores: (1) workers’ perceived causes of sickness absence; (2) perceived return to work (RTW) barriers and facilitators; and (3) diferences between workers with short, medium and long-term sickness absence. Methods: A longitudinal qualitative study was conducted involving 34 workers with CMDs. Semi-structured interviews were held at two time-points during their RTW process. The 68 interviews were audio-taped, transcribed and thematically analyzed to explore workers’ perspective on sickness absence causes, RTW barriers and facilitators, and compare data across the three sub-groups of workers. Results: Workers reported various causes for their absence, including: (1) high work pressure; (2) poor work relationships; (3) unhelpful thoughts and feelings, e.g. lacking self-insight; and (4) inefective coping behaviors. According to workers, RTW was facilitated by work adjustments, fulflling relationships with supervisors, and adequate occupational health guidance. Workers with short-term leave more often reported favorable work conditions, and proactive coping behavior. In contrast, the long-term group reported reactive coping behavior and dissatisfaction with their work. Conclusion: Supporting workers with CMDs in gaining self-awareness and regaining control, discussing the value of their work, and creating work conditions that enable workers to do valuable work, seem central for successful RTW and might prevent sickness absence. Supervisors play a key role in enabling workers to do valuable work and further research should focus on how supervisors can be supported in this task.

Abandonment of software applications can result in significant loses of organizational resources while also undermining the continued success of application developers, vendors, and software support ecosystems. Relatively little attention, however, has been directed toward understanding application abandonment that occurs after applications have been successfully adopted, despite the potentially far-reaching implications of such abandonment and the growing economic and social importance of software applications. We therefore developed a framework based on the four-drives model of motivation to better understand postadoption abandonment decisions and conducted an archival study to test our proposed framework in a hedonically oriented personal-use context. Results of this study suggest that individual motivations to acquire status and experience, bond with others, comprehend and grow, and defend their efforts all have significant implications for the likelihood of application abandonment. Specifically, application-related use activity, in-application user interaction, application complexity, and application commitments were all found to significantly diminish the likelihood of application abandonment.

Science, Technology, Engineering, Art, and Mathematics (STEAM) education is an instructional approach to education in which students demonstrate creative approaches in experiential, inquiry-based learning within the STEM disciplines. Despite the national focus on STEAM education, there exists considerable uncertainty as to what constitutes STEAM education and how classroom educators make sense of their conceptualization of STEAM in their classroom within the state of Georgia. The method of conceptualization is the internal processing of thoughts that produce new ideas or knowledge. This descriptive case study offers thoughtful new insights on how educators in a STEAM-certified elementary school in a school district located in Georgia conceptualize STEAM education. The study employed three instruments to gain authentic insight into participants’ conceptualizations of STEAM education in their elementary classroom settings. The data from this descriptive case study suggest STEAM education is a distinctively different approach to instruction beneficial for student success in the 21st-century landscape. The data indicated STEAM education is socially constructed and most effectively implemented in a transdisciplinary manner. This descriptive case study findings offers intersubjective knowledge for enhanced collective knowledge of STEAM in the elementary classroom setting and advances the understanding that one, singular conceptualization of STEAM implementation in the classroom setting may not be an appropriate goal or target. Instead, the basic tenets of culture, change, and context need to be considered on an individual basis if STEAM education continues to progress as a widely used curricular approach for student success in the 21st century landscape.