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Due to the personalized and diversified expression habits, the evaluation information in multiple criteria decision-making (MCDM) problems, especially those with multiple experts, may appear in heterogeneous forms. Converting heterogeneous expressions to a single representation would lead to information loss. To solve this challenge, this article aims to address the MCDM problems with heterogeneous linguistic expressions by unifying the operations of heterogeneous linguistic representations. To do so, we propose to use expectation values and entropy measures to describe the meaning of linguistic evaluation information. The expectation functions of ten kinds of linguistic representations are respectively defined based on the semantics of linguistic terms. The entropy measures of these representations are developed to reflect the inherent uncertainty of evaluations. Afterward, a computation model for heterogeneous linguistic representations is presented based on their expectation values and entropy. On this basis, an MCDM framework with personalized heterogeneous linguistic information is constructed. A numerical example about selecting the best green logistics for a business-to-customer e-commerce enterprise shows the advantages of the proposed method in modeling personalized linguistic evaluations and retaining uncertain information in the computation process.

Article is about necessity of studying elements of lexicology in ukrainian language classes in elementary school, features of lexical material processing by younger students are pointed out; the importance of studying elements of lexicology is emphasized that they assist in enrichment of younger students vocabulary, express speech, allow to express their own opinion more clear and convincingly. The research notes that a rich vocabulary helps the speaker to master better ones native language, its basic norms, helps to improve verbal and written speech. It emphasizes the need for the younger students to know ambiguous words, synonyms, antonyms, homony ms, the importance of using these groups of words, as well as words with a fi gurative meaning in their own speech. Special attention is drawn to the implementation of a communicative-active approach to the processing of basic lexicology concepts by elementary school students, since this approach provides the studying of language and speech in an inseparable relationship, which allows students to use the acquired theoretical knowledge of lexicology in specifi c speech situations. Therefore, the purpose of the article is to prove the importance of knowledge in lexicology for the formation of the linguistic personality of the younger student, enriching his linguistic competence; emphasize the role of the communicative-active approach in the holistic perception of language and speech by younger students. As, according to leading scientists, methodologists, the most effective way of implementing a communicative-activity approach of studying linguistic phenomena is the reliance on the text, the author of the article proposes his own separate texts for a deeper acquaintance of the students with lexicological concepts, the study of which is provided by current programs of Ukrainian language. Based on the research, the conclusion is that proper speech development of younger students, which today is in priority, is only possible with ommunicative-active approach to the study of elements of lexicology in elementary school. The problem of our research is relevant and requires further investigation.

Objective The insights of Latinx/@ immigrants are essential to developing interventions that better address complex multilevel phenomena impacting mental health. Despite important advances in methods that genuinely embody participatory research practices, attention to collaborative data collection, analysis, and dissemination are limited. Our aim is to describe the development and implementation of research practices to address these gaps through an emphasis on and understanding of the centrality of language in collaborative research processes. Method Guided from the outset by community-based participatory research principles, our community-academic research partnership recognized the importance of developing and intentionally studying our collaborative processes. As part of an ethnographic interview study with 24 Latinx/@ immigrants, a community-university research team developed innovative methods, including practices related to research team meetings, data collection, analysis, and dissemination, which we documented through ongoing discussion and reflection. Results The resulting participatory research processes were grounded in a theoretical framework of praxis and language and included six innovative and iterative stages: (a) Establishing the research team, (b) planning the interview process/data collection, (c) developing the data analysis methodology, (d) interpreting findings to adapt the intervention, (e) integrating results of the participatory process into the analysis, and (f) data analysis for dissemination. Conclusions A focus on praxis and language revealed how the language of research structures' power, meaning, feeling, collaboration, analysis, and transformation. We also found that bilingual participatory analytic processes have important implications with respect to achieving genuine inclusion in rigorous research that moves toward equity for Latinx/@ immigrants and other populations. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The discourse of a social group or community is the whole of its verbal and textual production. It represents its communicative repertoire and the symbolic space and structure of that repertoire. Regarding social movements, it is common that oppositional discourse draws upon the conflicts, struggles, and divisions of the broader social, political, and cultural environment, and articulates these elements to make the ideas it expresses both challenging to opponents and familiar to potential supporters. Analysts sometimes use the plural form, discourses, to emphasize that what is being discussed and acted upon is never unanimous, but often challenged and negated by opposing groups. These researchers sometimes stress the emergent and agentic character of textual production, variably called the rhetorical approach (Billig 1995), the rhetorical turn (Simon 1990), or the dialogic perspective (Steinberg 2001). These approaches treat meaning as context-specific, multifaceted, ever evolving, and contested, which is widely recognized to be true. The operative question, however, is if these qualities make traditional social-science analysis that focuses on the measurement of causal variables and relationships suspect. Keywords: culture; sociology of culture and media; qualitative methods

Introduction. Terms knowledge, language abilities and skills are central in the presentday Ukrainian linguodidactics. Their studying is predetermined by the necessity to find the most correct definition of them, to draw the microparadigm of notions they embody. Comparing the ways of key points understanding and explanation with those in English, Polish, and Russianlanguages allows to work out their categorial components.The purpose of the article is to analyze the terms of knowledge, skills, skills in the professional language of Ukrainian linguodidactics.The method of componental analysis makes it possible to describe the semantics of the terms under research.Results. Particularly, it was discovered that knowledge is a component of the content of learning comprising a collection of information that students acquire or have. The term language ability refers to the capacity to carry out activities in foreign language whereas skill denotes actions that became automatic based on multiple repetitions while doing group and individual exercises and creative tasks. The microparadigms special for each of these terms were singled out according to different criteria and the definition of each term was given. Besides the difference between the Ukrainian system of investigated terms and the Polish, English and Russian systems was discovered. The meaning of the analyzed terms was compared with the term competence that is defined as the totality of theoretical knowledge, practical skills and abilities that are the purpose of language learning.Conclusion. In Ukrainian language teaching the terms knowledge, language abilities and skills function actively with the existing subsystems of concepts, however ambiguity arises at the level of harmonization with the foreign language correspondences. Sometimes the discrepancies demonstrate the redundancy or inaccuracy arising within the Ukrainian terminology system but sometimes they show the specificity of the Ukrainian system of special units. New analytical constructions containing the units of knowledge, language abilities and skills may appear with the development of the methods of teaching Ukrainian as a foreign language.Thus, their analysis will be the prospect of our research.

In this paper we focus on some of the so-called ‘placeholders’, words that are almost empty semantically, used with multiple functions in communication and whose meaning has to be inferred by the listener (Jucker et al. 2003: 1749). This category of placeholders includes terms such as thing, thingy, stuff, thingummybob, thingybob and whatsit. We firstly identify the most common words in this category in the language of British adults and teenagers and we then consider them from a syntactic, a semantic and a pragmatic perspective. Our findings suggest that (i) the importance of these words lies in their pragmatic rather than in their semantic functions; (ii) contrary to what we expected, placeholders are not more common, statistically speaking, in the language of the younger generations than in that of adults; (iii) adults and teenagers share some of the uses of these terms; (iv) in the language of teenagers these dummy words are used in a wider range of contexts and situations. We finally contend that these lexical items show properties typical of pragmatic markers, since they help in the organisation of discourse, they are sometimes used as devices to hold or cede the floor and they also function interpersonally by promoting cooperation between the participants in the conversation.

Since Morris the analysis of the relationships between signs, or syntax, and between signs and their meaning, or semantics, has been opposed to the analysis of the relationships between signs and their users, or pragmatics. Thus, pragmatics is the use communicators make of signs and of linguistic signs in particular. Therefore, the psychotherapeutic practices that consist in using signs to a therapeutic end belong to pragmatics with good reason. And since using signs to a therapeutic end amounts to acting in an interlocutory situation it could even be added that therapeutic practices are related to a limited field of pragmatics, that of conversational pragmatics. The analysis of conversational communication should thus constitute the base from which psychotherapeutic interactions should be thought of. This is all the more so for, as Heritage notices (1990: 45, note 6)

TV-panel discussions constitute a communicative genre with specific features concerning the situational context, the communicative goals, the roles played by the participants and the acts that are carried out in the interaction. In the Spanish TV-debate Cada día, discourse is characterized as semi-institutional because of having both institutional characteristics – due to its mediatic nature – and conversational characteristics. In the communicative exchanges the social situation of the participants is negotiated by communicative acts, that is, facework is realised. Facework concerns the speakers’ wants of face, both the individual face and the group face. In the present article face is described in cultural terms within the general face wants autonomy and affiliation and in accordance with the roles the speakers assume in interaction. In the analysis of an excerpt from the TV-debate Cada día two types of facework are identified: On the one hand politeness, that is, when an attempted balance between the speaker’s and the addressees’ face is aimed at and, on the other hand, self-facework, which appears when only the speaker’s face is focused on. No samples of the third case of facework, impoliteness, are found in this excerpt. The results of the analysis display the relationship between the communicative purposes of this communicative genre (to inform, to entertain and to convince people of political ideas) and the types of facework (politeness, self-facework) that are identified in the analysed data.

Negative polar particles have generally been characterized as items for expressing disagreement or responding negatively to polar questions. What has been lacking in these accounts is attention to embodied activities. This paper studies the usage of the Estonian negative particle ei as a preface in realtime activities, showing that it halts the ongoing action, often for the sake of achieving intersubjective understanding and establishing epistemic authority. The paper shows how other matters besides logic and truth-conditions define the meaning of the negative particle. Analysis of linguistic function demands transgressing the boundaries of language and scrutiny of co-present interaction in its temporal emergence. The paper argues that several discourse functions of ei are also more accurately described from the vantage point of its usage in multimodal face-to-face settings than from the logical properties that the item happens to display in limited sequential contexts after yes/no interrogatives.

This study is an investigation of a conventionalized ironic marker in spontaneous Cypriot-Greek conversations. Specifically it examines the lexical item siga, which translates variously as “like hell”, “yeah right”, “big deal”. For the analysis of siga, this study will rely on the insights offered by recent work on the interface of grammar and interaction (cf. Ochs, Schegloff and Thomson 1996) in order to analyze the interactional role of siga in the positions where it occurs, by taking into consideration its sequential placement and its position in the turn. Another issue that will be discussed throughout this study is that although there are various translations of siga, its investigation with respect to the positions in which it occurs in a turn reveals that the interactional role of siga is much more complex than a dictionary definition of its meaning suggests. This study will suggest that investigations of irony in context can provide useful insights into the study of verbal communication in general.

This article investigates the way an institutional task of a meeting is oriented to by different meeting participants and developed in and through local interaction. Our data come from a city organization, where a large organizational change is planned and prepared through a series of face-to-face encounters and accompanying written texts. Using the notion of recontextualization and by connecting it to the conversation analytical method and to the notion of intersubjectivity, the study examines how the institutional task that is verbalized in written form prior to the meeting is conceptualized by meeting participants in their turns of talk. By doing so, the study will particularly shed light on the question of how different recontextualizations are motivated by their sequential position in interaction. Based on this, it also investigates how the meeting participants construct their professional identities through the conceptualizations made. In a wider sense, the article shows how spoken interaction and written texts interweave and form a reciprocal relationship in organizational life. Thus, it contributes to a deeper understanding about the multifaceted connections between the interactional management of meetings and wider organizational practices and processes that these encounters have been set up to advance.

This paper investigates the way speakers construct their identities as representatives of their companies (institutional identity construction) in relation to the way they "project" an identity onto their audiences. The audience is "altercasted" (Weinstein and Deutschberger 1963) in the role of potential buyer of a product, thus evoking the standardized relational pair (Sacks 1972) of seller/buyer. The speaker then presents his company in the complementary role of seller of a product and as such a link is established between the identities of the speaker's company and the audience. This discursive co-construction of identities is crucial for the way both identities receive meaning. The two cases that are discussed here on the one hand show similarities in the general pattern of the two identity constructions and the way they are interwoven with one another, but on the other hand also demonstrate that there are many unique and diverging ways of constructing and linking these identities. ispartof: Pragmatics vol:18 issue:3 pages:491-509 status: published

Towards the turn of the 20th century, a new wave of hip hop music emerged in Nigeria whose sense of popularity activated, and was activated by, the employment of complex linguistic strategies. Indirection, ambiguity, circumlocution, language mixing, pun, double meaning, and inclusive pronominals, among others, are not only used by artists in performing the glocal orientations of their music but also become for them valuable resources in the fashioning of multiple identities. In this paper, I interrogate some of these linguistic markers, using four broad paradigms: “Signifying,” “slangifying,” “double meaning,” and “pronominals and ghetto naming.” Under each of these areas, I show how Nigerian hip hop music is creating–through the mediation of language–sub-identities and a new subculture for a generation of urban youth.

This paper is a corpus based study of the cultural meaning of figuration in the Malay lexicon. Initially, polysemy is examined for evidence of figurative conceptualisation at the single word level for two body part terms, mata 'the eye' andkaki 'the foot /leg'. Compound forms are then examined to identify the extent to which similar conceptualisations are found. Finally, figurative phraseological units (simpulan bahasa) are examined for figurative conceptualisations. We consider the relationship between figurative meaning at the phraseological and lexical levels. The identification of figurative language is made with reference to dictionaries and its saliency is gauged with reference to a corpus of contemporary Malay. A methodology is proposed for the description of cultural resonance. This involves the identification of conceptual keys that, it is suggested, underlie figurative uses of language. Identification takes place by selecting a number of surface forms which share the same underlying idea and calculating the sum of their tokens in the corpus. Illustration is provided of conceptual keys and their cultural resonance; where relevant, comparison is made with English phraseology. A corpus based study of figurative language is, potentially, of great importance in understanding the relationship between lexis and culture in Malay and provides the bedrock for further cross-linguistic research. Keywords: Lexicon, Figurative language, Corpus Analysis, Malay

The ability to do indirectness, inexplicitness and vagueness is a key component in the repertoire of all competent discoursers and these are commonplace phenomena in written and spoken discourses, particularly in conversations. The study reported in the paper seeks to delineate and exemplify these three terms which are used frequently in the literature, but which are potentially confusing as they are not always unambiguously defined and consistently applied. The purpose of the study is to describe the differences between the three terms in terms of their pragmatic usage and functions, drawing upon a corpus of naturally-occurring conversational data between Hong Kong Chinese and native speakers of English. In so doing, this study underlines the widespread occurrence of these forms of language use and the ways in which participants in spoken discourse employ them to jointly construct both context and meaning.

This article deals with those aspects of language that can be seen to carry out a primarily “interactional function” in that they are used to “establish and maintain social relationships” (Brown and Yule 1983: 2 and 3). Such aspects have been variously referred to as performing an “expressive” (Bühler 1934), “emotive” (Jakobson 1960), “social expressive” (Lyons 1977) or “interpersonal” (Halliday 1994) function or, more recently, as performing the function by which “social roles and relationships are constructed” (White 2002: 2). In this article such aspects are referred to in very general terms as ‘attitudinal’ or as carrying ‘attitudinal meaning’ or expressing ‘attitude’. It is widely accepted that the interaction generated through language has a strong pragmatic dimension, that is, it can hardly be appreciated out of context. This article is particularly concerned with highlighting the significance and the all-pervasive nature of such pragmatic dimension in the case of the interaction engendered between writers and readers through the medium of Letters to the Editor published in the English and Italian print media. The following three questions arise: 1) At which linguistic level can specific attitudinal resources be identified and compared? 2) To what extent may the extra linguistic context play a role in the specific case of Letters to the Editor? 3) Are similar attitudinal resources and strategies used in the English and Italian letters? How may any differences be explained? In order to answer these questions the article firstly explores the nature of attitudinal meaning as outlined in previous studies. The second section focuses on the cultural context in which the letters are produced with particular reference to the role of language, argumentation, the press and the genre Letters to the Editor in England and Italy. The third section deals with the argumentative structure of the letters and the specific attitudinal meanings associated with the various components of such structure. The method of analysis is illustrated through examples from the English corpus. The main findings are presented and a comparison is drawn between the two corpora. The findings are further assessed in the light of the contextual framework set out in the preceding section.

Fake attributives in Chinese are the result of the interaction between syntax and prosody. For syntactic reasons, certain objects of complex verbal constructions and verbal quantifiers cannot be realized in situ; but they can be spelled out in some roundabout ways, one of which is to form fake attributives through de-insertion. In the forming process of fake attributives, the clitic de plays an important role, and de-insertion is frequently resorted to in facilitating the correspondence between the phonological structure and the syntactic structure, with the aim of ensuring meaning conveyance. It is concluded that fake attributives are initiated, to some extent, by mismatches between syntactic and phonological structure and derived when de is inserted to enhance their correspondence.

Sin1 先 as a function word in contemporary Cantonese encodes a number of grammatical and pragmatic meanings. As its most prominent feature in syntax, it predominantly occurs in the postverbal position while indicating the meaning of ‘first’. This paper explores the emergence of the postverbal sin1 先 ‘first’ in Cantonese. We first examine the word order typology on the element for ‘first’ in the languages and dialects of southern coastal China. In this linguistic area, the postverbal elements for ‘first’ in Chinese dialects are contact-induced by Tai-Kadai and Hmong-Mien languages; whereas sin1 先 ‘first’ in the mainstream Cantonese shows a stronger tendency to be placed in the postverbal position than its counterparts in other Chinese dialects. We then discuss the word order and semantic changes of sin1 先 from 1820s to 1960s based on Cantonese historical materials. Besides the pressure of language contact, the formation of the postverbal sin1 先 ‘first’ has been further triggered by the semantic motivation to formally differentiate the ‘precedent-subsequent’ polysemy within sin1 先 itself. In short, the emergence of the postverbal sin1 先 ‘first’ in Cantonese has been a two-stage process, dually driven by external and internal causes, respectively.

This paper examines the use of definite and indefinite noun phrases in everyday conversations in Finnish and English to establish meaning and to alter and build context in interaction. The paper shows that participants in conversation use the formal contrast between definite and indefinite NPs not only to express identifiability and non-identifiability of the referent to their addressees, but that they also use it dynamically to make claims about socially shared reality, to create referents in discourse and to build a novel identity for existing referents, to actively construct frames and create roles within them, and to reorganize the participant structure of a speech event.

Although a large number of studies are conducted on Japanese demonstratives, most of them explain referential functions of the three demonstrative types (the so-called proximal ko-, medial so-, and distal a-) based on sentence-level analysis, and little previous work has been directed toward the analysis of the demonstrative use in spontaneous interaction. This study employs Japanese conversational data and examines the demonstrative usages whose main function is NOT to refer to some entity in the speech situation or the discourse. From the analysis, the paper shows that the use of Japanese demonstratives can exhibit and emphasize an interactional meaning, such as the speaker’s antipathy, insult, suspicion, surprise, and affection toward the referent, and that it can be selected from among other choices, such as a noun phrase or ellipsis, when the speaker is willing to express these emotions or attitudes. In order to understand the process of expressing these emotions or attitudes, the paper applies Hanks’ (1990, 1992) ‘indexical framework’ and the interactionally defined notion of the speaker’s and addressee’s sphere proposed by Laury (1997) and Enfield (2003). Using these frameworks, this study illustrates that the relationship among the speaker’s and addressee’s spheres and the referent, as well as the context in which the three are projected, are not static or predefined but instead are flexible and do change during ongoing interaction.

The study of language contact has been traditionally carried out from a structural perspective (synchronic or diachronic), from a sociolinguistic perspective and/or from a rather psychological perspective, centered on the linguistic and communicative competence of the multilingual individual. However, a great number of linguistic and sociolinguistic topics that appear in language contact situations may be productively tackled from a pragmatic viewpoint. This pragmatic perspective takes into account linguistic use in communication contexts and raises, at a different level, questions that deal with the structures and the evolution of the codes in contact. The main aim of this presentation is the analysis of some of the specific problems that arise in given language contact situations from a pragmatic perspective, considering the adaptation processes of the speakers, their particular interactive strategies and the social meaning generated. Understanding pragmatics in its original sense, i.e. as the study of the relationship between linguistic signs and speakers (users of certain resources), these phenomena should be understood as the result of speakers’ adaptation to changing sociocultural circumstances. This adaptation creates a new distribution of the verbal resources (or linguistic economy) of the community and, consequently, modifies its varieties as far as form and function are concerned.

This paper explores grassroots historiographical writing from Congo in the context of globalization. The authors are both sub-elite writers, producing text for First-World readers, and they spend enormous efforts at producing a generically regimented text, based on borrowed models of text and textuality that are seen to offer spaces for identity-construction. Performing such models of text and textuality is a construction of Self vis-à-vis history. But in order to understand such moves into identity-constructing spaces, we need to take account of different economies of meanings and signs. The identity construction only works in one particular economy of meanings and signs, but loses ‘meaning’ as soon as it is being inserted into other economies. The shift from one frame into another involves relocations of referential and indexical meanings attached to signs, a phenomenon of semiotic mobility that needs to be addressed sociolinguistically. Detached from their local semiotic environment, such texts become ‘orthopractic’: Performances of shape detached from locally valid indexicalities.

This paper investigates how some participants of a reality show, which featured on Brazilian television from January to April, 2004, produce and interpret discourse relationships. It will focus on the discursive relations among textual segments as well as on the pragmatic bonds between these segments and implicit information, all of which often signaled by linguistic elements, such as discourse markers. These linguistic elements contribute to the co-construction of text meaning since they point to a specific meaning relation among whatever potential meanings conveyed by the discourse content. This paper will also consider different discourse dimensions (syntactic, semantic and discursive) in order to investigate the properties of such linguistic elements and their function in the production of advisive speech acts.

From a psychological point of view, this study looks at children’s and adult’s comprehension of idiomatic expressions, and most particularly at the underlying cognitive processes needed for comprehension. Idiomatic expressions are expressions where there is a considerable difference between what is said (literal interpretation) and what is meant (idiomatic interpretation). In other words, the meaning of an idiomatic expression depends largely on a convention that relates a given linguistic form to a given meaning. Conducted in this framework, the present study was aimed at determining the role of contextual characteristics and the linguistic convention in the comprehension of idiomatic expressions by 6- and 9-year-old children, and by adults. The subject’s task was to complete stories. Twelve stories were presented in comic strip format by the experimenter, who told the story in the first three frames and then instructed the subject to choose one of the two possible endings. Two features of the stories were varied : The utterance production context (idiomatic vs. literal) and the idiom familiarity level (familiar vs. unfamiliar). Regardless of age, the context had a substantial impact on idiom comprehension: This reinforces the idea of the necessity of taking the context and the extra-linguistic conventions into account in order to explain language functioning, not only in children but also in adults. The role of the linguistic convention began at the age of 9 and was particularly strong in adults: They appear to reconstruct the communication situation solely on the basis of the linguistic convention. The role of familiarity also appeared in the 9-year-olds and continued on into adulthood. These results suggest that the period of adolescence is crucial for the development of certain pragmatic aspects of language.

Thought and logic are the underlying foundations of language in use. One of the representations of language in use is poetry; a widely used literary genre throughout the world. The current study aims to identify instances of silence as a metaphorical expression in Akhtar’s (2017) Lahore, I Am Coming. The metaphorical expressions are mapped into source domain and target domain by deciphering the underlying meaning (theme) of the keyword in context (KWIC) silence. The qualitative and interpretive research design is used with Lakoff and Johnson’s (1980) Conceptual Metaphor Theory to develop the linguistic metaphor of silence at the conceptual level via thematic study. The findings of the study reveal that silence is significantly used as a metaphorical expression to express several key themes such as human relationships (love), colonialism and imperialism, and representation of females. The conceptual metaphors of silence are used to convey unified themes of loss, love, and language. Future researchers can conduct a linguistic analysis, specifically cognitive-linguistic analysis of Akhtar’s (2017) Lahore, “I Am Coming” to study the creative use of the figurative use of language.

It is difficult to predict the financial distress of unlisted public firms due to their longer disclosure cycle of accounting information and more inadequate continuity of market trading information compared to listed firms. In this paper, we propose a framework to predict the financial distress of unlisted public firms using current reports. Specifically, to better represent the meaning of current report texts, we propose a semantic feature extraction method based on a word embedding technology. Empirical results show that current reports contain more effective information for predicting the financial distress of unlisted public firms compared with periodic reports. In addition, semantic features extracted using our proposed method significantly improve the predictive performance, and their enhancing effect is superior to that of topic features and sentiment features. Our study also provides implications for stakeholders such as investors and creditors.

Objective The purpose of this study is to explore the facilitators to integrating complementary therapies in conventional pediatric hospital practice based on the experiences of parents, healthcare providers, and complementary therapy providers. Design This study is part of a larger research study that examined the introduction of a pediatric integrative medicine service in an acute care children's hospital in Canada. A qualitative descriptive study was conducted using semi-structured one-on-one telephone and in-person interviews with a sample of parents of children, as well as healthcare providers and complementary therapy providers. Results A total of 50 individuals, from key-stakeholder groups, were interviewed between May 2014 and January 2016. This study identified the following facilitators for the integration of complementary therapies within conventional care: 1) stakeholders’ open-mindedness and familiarity with care practices outside of their experiences; 2) stakeholders’ open communication, respect for eachothers’ roles in the process of care, and appreciation for the role of complementary therapies within conventional medicine; and 3) stakeholders’ receptiveness to redefining the meaning of a ‘positive outcome’ in the context of hospital care. Conclusion The findings of this study demonstrate that some of the existing barriers to the integration of complementary therapies in conventional hospital care could be mediated by creating an environment where the fundamental value of commitment to patient wellbeing is equally shared by all stakeholders.

We tested whether a short, online meaning intervention boosts momentary work engagement (MWE) through an increase in perceived work meaningfulness. In Study 1 (N = 227), employees who were asked to write why their work was meaningful subsequently experienced higher work meaningfulness and higher MWE compared to a control group. Work meaningfulness mediated the relationship between the intervention and MWE. Study 2, conducted among employees (N = 254), found that writing about how one's work serves a greater good (vs. how it advances personal career, vs. control) led to an increase in work meaningfulness, which consequently predicted MWE. The research examines a new tool to enhance work meaningfulness that can be easily and widely applied and that provides insight into how sources of meaningful work are related to work meaningfulness and to important occupational outcomes. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

How do style and translation interact? What is a stylistic approach to translation and what is a translational approach to stylistics? These are the central questions that this chapter attempts to answer. It begins by considering the location of stylistics with respect to both linguistics and to the study of literature, tracing its origins in early work of the Prague and Moscow Linguistic Circles, and setting its development alongside that of the discipline of translation studies. Both disciplines are concerned with similar linguistic issues: the relation of meaning to form; the choices the originator of a text makes; how these choices are reconstructed by the reader. For stylistics, we can gain interesting insights into the minute detail of a text, and the relations between its form and its meaning, by confronting the text with its translations. For translation studies, conversely, we can consider what a stylistic approach involves and what questions it raises: questions about the role of style in the production of the translation and in its reception. We must also ask in what sense stylistics can affect the practice of translation; one way of doing this is to consider how a stylistically-aware translation might differ from one that takes less account of the nuances of style. Future research might take this practical question further, paying more attention to the way a reader processes the stylistic detail of a translated text, and asking to what extent reading on the assumption that a translated text does not differ in any interesting way from its source text differs from a reading that takes full account of the fact that the translation has changed the text stylistically, and incorporated elements of the style of the translator.

Positive psychology is the study of well-being, which includes 5 essential elements-positive emotions, engagement, relationships, meaning, and accomplishment (PERMA) Applying positive psychology teaching strategies can therefore foster student engagement and classroom community, especially in an online modality and during the novel coronavirus disease 2019 (COVID-19) pandemic in which social connections are more important and yet harder to establish than ever The aims of this teacher-ready theory review are to (a) briefly review the PERMA model and its research and application in education, (b) describe my implementation of three positive psychology teaching strategies-strengths identification and application, growth mindset, and gratitude exercises-during the pandemic, as well as their effects based on my observation and student feedback, and (c) offer practical considerations, including some caveats, for instructors to attend to when implementing these strategies in any courses at any time albeit particularly helpful in the face of adversity Finally, I conclude this article with some tips of being a positive teacher and some of my reflections teaching during the pandemic in the hope of "flattening the emotional distress curve " (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Problem There is a lack of understanding of undergraduate nursing students' shared regulatory behaviours and metacognitive processes as they learn to teach in dyad. Insights into this pedagogical approach can provide the opportunity to re-evaluate the best approaches to learning in the collaborative learning space. Aim The aim of this study was to explore the shared guidance and metacognitive and behavioural regulation of undergraduate nursing students involved in dyadic near-peer teaching. Method Secondary qualitative data analysis was conducted on data collected from an earlier study of 14 interviews, which explored final year students undertaking dyadic near-peer teaching. Data were analysed using NVivo12 to identify categories of meaning. Finding Two major categories and five subcategories evolved from the data, regulation of affective behaviours with associated subcategories of anxiety and self-doubt and shared guidance with subcategories of coregulation of cognition, metacognition, and critical thinking. Discussion An important finding is that working in dyad provided a supportive environment for near-peer teaching, enhancing students' self-efficacy and metacognition ability through shared regulation by considering alternate perspectives, through shared understandings, and negotiating different viewpoints. Conclusion It was identified that a dyadic approach in near-peer teaching supports metacognitive shared regulation and metacognitive growth; hence, influencing self-directed, long-life learners, a core nursing profession requirement.

The development of language teaching method continuously develops fast. However, a classical language teaching method is still commmonly used in learning activity of language classes. This article investigates the classical method which is still used by a course institution of OCEAN Pare, Kediri namely Audiolingual method, and how effective the method is for developing language skills. This research employes fenomenology approach in which the researcher tries to understand the meaning of an even and the relations toward the people in a certain situation. The finding shows that the use of audiolingual method in learning Arabic language in OCEAN Pare, Kediri has been implemented in many years and resulted some students having good skills in Arabic language. Keywords : Audiolingual method, Arabic language learning, OCEAN, language skills

This study analyzes the written discourse which contains social relation in Tempo newspaper on The World Statesman Award through multidisciplinary Critical Discourse Analysis (CDA) proposed by van Dijk (1998). It concerns with how the discourse of the news has particular purpose in relation to the readers. Employing the theory, this study aims to answer two main questions: (1) What are the social relations of the language use in online Tempo news related to World Statesman Award to President Susilo Bambang Yudhoyono from Appeal of Conscience Foundation2013? (2) How are the social relations of the language use in online Tempo newspaper to World Statesman Award from Appeal of Conscience Foundation 2013? The data analysis covers first, analysis on the context of news followed by drawing semantic macrostructure. Then, identifying the local meaning of the text as well as the social relation is done. The findings show that the social relations reflected in the social cognition of the news cover the knowledge of shared belief, attitude, or shared opinion, and ideology in both shared knowledge and attitude. Keywords: social relation, multidisciplinary Critical Discourse Analysis (CDA)

What social ties are and how they operate depends on the cultural context constitutive of their meaning. Pursuing an explanatory account for the cultural embeddedness of social ties, we draw on Verstehende sociology and rely on in-depth insight into subjective perceptions developed by social network actors throughout their practice to represent symbolic and material contexts of social ties structurally. We put forward a new mixed data collection and processing approach that ethnographically maps interconnected three-layer socio-cultural networks of individuals, signs, and material objects. Opening cultural contexts to application of formal and statistical techniques, this approach allows for an 'interpretive explanation' of social ties. Illustrating the approach with our own longitudinal study of five European art groups, we discuss the peculiarities of three-layer socio-cultural data collection and processing, the new discoveries enabled, the challenges encountered, the solutions we came up with, and the utility of this approach for conducting 'Verstehende network analysis' in various fields of application.

Local actors are promoted as important agents in the humanitarian sector's latest reform efforts. Opinions on the exact meaning and the best means of implementing localisation differ, however. Applying an interface perspective, this paper analyses how the Rohingya response in Cox's Bazar, Bangladesh, became an arena of contestation, competition, and sometimes convergence among different actors in relation to localisation. It shows how misconceptions and divergent understandings of localisation and the best methods of achieving it were prevalent and hampered the joint endeavours of international and local humanitarian bodies. Although both sides sought common ground, conflicting views, interests, and perceptions of 'self' and 'other' stood in the way. A lack of trust between international and local organisations intensified divisions. The paper argues, therefore, that the humanitarian sector needs to engage in trust-building between the various entities involved in humanitarian response if localisation is to be realised, including addressing underlying structural and systemic issues of (neo)colonialism, racism, and classism.وبمقتضي تسمية توطين الجهات الفاعلة المحلية، يتم الترويج لها كعناصر مهمة في الاستجابات الإنسانية في جهود الاصلاحات الأخيرة التي يبذلها القطاع الإنساني. الآراء حول المعنى الدقيق وأفضل الممارسات لتنفيذ التعريب اختلفت على أية حال. يُحلل هذا البحث بتطبيق منظور الحد المشترك كيف أصبحت استجابة الروهينغا في كوكس بازار ساحة للتنافس والمنافسة والتقارب في بعض الأحيان بين مختلف الجهات الفاعلة حول التعريب. ويوضح البحث كيف كانت المفاهيم الخاطئة والفهم المتباين للتعريب، كذلك أفضل السُبل السائدة لتنفيذه والتي أعاقت الجهود المشتركة للجهات الفاعلة الإنسانية الدولية والمحلية. وعلى الرغم من أن كلا الجانبين سعى إلى أساس مشترك والتفاعل في حوار، فأن الآراء والمصالح والتصورات المتضاربة عن الذات وغيرها تقف في طريق ظهور رؤية مشتركة. وقد زاد الافتقار إلى الثقة بين الجهات الفاعلة الدولية والمحلية من حدة الانقسامات. لذلك، يتناقش هذا البحث في أن القطاع الإنساني بحاجة إلى المشاركة في جهود بناء الثقة بين مختلف الجهات الفاعلة المشاركة في الاستجابة الإنسانية إذا كان للتعريب أن يتحقق بما في ذلك القضايا الهيكلية والنظامية الأساسية للاستعمار (الجديد) والنعصرية والطبقية. الكلمات الدليلية بنغلاديش، العمل الإنساني، التعريب، المنظمات غير الحكومية المحلية، استجابة الروهينغا، الثقة.在人道主义部门最新改革中，贴着本地化标签的地方行动者被提升为人道主义援助的重要推动者。然而，对于本地化的含义和最佳实施方法，人们的意见存在分歧。本文从接口的角度，分析了为何科克斯巴扎尔的罗兴亚人的人道主义援助，会让人们对本地化问题众说纷纭。本文展示了为何人们对本地化及其最佳实施方式有不同认识和误解，甚至阻碍了国际和当地人道主义行动者的共同努力。尽管国际和地方行动者双方寻求共同点并进行对话，但相互冲突的观点、利益和看法使得双方无法达成共识。二者之间缺乏信任，进一步加剧了分歧。因此，本文认为，如果要实现本地化，人道主义部门需要在人道主义援助者之间建立信任，包括解决（新）殖民主义、种族主义和阶级主义等潜在的结构性、系统性问题。 关键词：孟加拉国、人道主义行动、本地化、当地非政府组织、罗兴亚人道援助、信任.

During social interactions, people use auditory, visual, and haptic cues to convey their thoughts, emotions, and intentions. Due to weight, energy, and other hardware constraints, it is difficult to create devices that completely capture the complexity of human touch. Here we explore whether a sparse representation of human touch is sufficient to convey social touch signals. To test this we collected a dataset of social touch interactions using a soft wearable pressure sensor array, developed an algorithm to map recorded data to an array of actuators, then applied our algorithm to create signals that drive an array of normal indentation actuators placed on the arm. Using this wearable, low-resolution, low-force device, we find that users are able to distinguish the intended social meaning, and compare performance to results based on direct human touch. As online communication becomes more prevalent, such systems to convey haptic signals could allow for improved distant socializing and empathetic remote human-human interaction., Comment: Copyright 2021 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works

It is now recognised in travel behaviour research that travel time can be, and in fact is, used to undertake productive, work-related activities. The phenomenon, also referred to as travel-based multitasking, has in recent years been compounded by the proliferation and sophistication of mobile information and communication technologies (ICT). Accordingly, several research efforts have made attempts to measure and model the effectiveness of work activities during travel. Yet reliance of those studies on rather simple and proxy metrics has led to a limited understanding of mobile work productivity. This has been especially the case for knowledge workers, whose job involves handling or using information and is often characterized by intangible work outputs. To address this shortcoming, the current paper presents a systematic analysis of 22 semi-structured interviews of employees of a major IT company regarding their mobile work practices, use of ICT and perception of productivity with use of ICT. Analysis of the interviews led us to adopt an ‘inverse’ approach, i.e. discussing factors hampering productivity. This emerged from our observation that individuals experienced difficulties speaking about productivity and productive tasks while finding it easier to discuss what made them unproductive. With the lens of what we term ‘unproductivity’, we are able to provide a new perspective on how to characterize the impacts of journey, technology and individual factors on productivity during episodes of mobile work. In addition, we find a strong link between productive mobile work, planning of the journey and the working activities during the course of travel.

Verbal protocol methodology is used to examine how fourth-grade students construct meaning as they read and respond to two informational social studies texts. Results indicate most students are active readers, often engaging in higher-level comprehension strategies and critical thinking as they read independently. However, critical thinking and comprehension processes are not often captured in their responses to end-of-reading questions (ERQ), which as a result have limited scope and utility for guiding social studies instruction. Results also indicate that when students change their patterns of strategy use for reading and responding to text in response to a change in text, they are more successful on the ERQ than when their strategy use remains stagnant.

Discourse arises among people, in interaction, and it is part of the means by which people accomplish social actions. Meanings arise within the pragmatic unfolding of events and mediate the alignment of participants to perceptions of immediate situations and relevant contexts (whether fictive or non-fictive) called to mind by language. Language is crafted, deployed, and interpreted by individuals in the course of social participation, even when individuals use language in a personally reflective mode, considering one’s own identity, commitments, and actions while using received language. Language users (with particular neurophysiological capacities and individual histories of language experience) in the course of interaction call upon the resources of language that are socially and culturally available and that have been typified through histories of social circulation; nonetheless, individuals construct meanings and consequentiality from their perception of particular novel situations and of their participant action in those situations. Thus situated meaning is a negotiation between the public distribution and practices of language expected within the site of communication and the personal meaning systems of the receiving individuals, developed through a lifetime of socially embedded language use, as applied to the communicative issue at hand. These interactions over meaning may occur in the here-and-now in terms of material space, but they may also occur at a distance in time and space-a distance mediated through recorded language. We may use language both to cooperate in building a stone wall that is physically in front of us and to establish principles of chemical bonding in scientific publications (which, however, index and are accountable to the material chemical interactions in specialized experimental probes and in everyday life.) We may even use language to transport the imaginations of our audience into imagined events in a fictive galaxy where fundamental principles of the world we know are suspended.

This paper offers a rationale for the typefaces chosen for the publication Technologies of Romance: Part II written by Paul O’Kane and celebrated at a symposium held at the Science Museum in November 2018. In setting out this rationale the paper broadens its considerations to reflect on the extent to which typefaces might in themselves usefully be considered as technologies of Romance. It locates the practice of noting in print the typeface used in a given publication both historically and within contemporary practice. The recording of the decisions informing the making of a book starts to hint at the nature of the book itself as a technology, and allows for some discussion of the values of ‘making’ books within both past and present contexts of production, including the challenge of digital readers. Elaboration on the decisions concerning the use of a given typeface for a publication then opens out a discussion of the intention behind selection, and both the functional and emotional ambitions of the typeface choice. The associative aims informing selection of a typeface are explored against an understanding of the associative embedding of meaning within aspects of the terminology of typefaces, as well as the scripts they represent and their designed forms. The paper explores for example the imperial associations embedded in the character shapes of the basic letterforms, as well as the technological implications of the terms such as uppercase and lowercase and the problematic colonial implications of the term ‘Latin’ to describe the script in question. In considering the archival possibilities of typefaces as technologies the paper concludes by reflecting on examples of digital typeface design practice, which have actively sought to re-imagine a previous era of letterpress typesetting technology and the possibilities for investigating ongoing Romantic ideals within this very particular and highly specialised design discipline.

Many contend that U.S. state parties are increasingly polarized and nationalized, meaning that they have adopted divergent positions matching their national counterparts’ positions. Such trends reflect a transformation of America's historically decentralized party system. Yet, the precise timing of these related trends—as well as the mechanisms underpinning them—remain unclear. We assess these dynamics using a novel data set of 1,783 state party platforms between 1918 and 2017. Applying tools from automated and manual content analysis, we document a dramatic divergence in the topics emphasized by Democrats and Republicans starting in the mid-1990s, just as congressional speech became polarized. During this period, cross-state differences in each party's agenda decreased and regional/sectoral issues became less prominent, suggesting tight connections between polarization, nationalization, and state agendas. We also find that innovative phrases increasingly debut in state (not national) platforms. Overall, the evidence undercuts claims of top-down polarization emanating from national party leaders in Washington, DC. Polarization at the state and federal levels coincided with the development of an integrated network of activists spanning multiple levels of the polity.

Livestock, and the harmonious relationship between humans/communities and the natural surroundings. This paper examines several local pearls of wisdom related to disaster mitigation in the lives of the people of West Java. Mitigation can build a culture of reaction to a culture of prevention, or from acting after the incident to acting before the incident. The study becomes interesting by searching for local wisdom of disaster mitigation still growing in the community. This study uses a qualitative descriptive method that describes the research subject in the field. Part of the data was obtained by observation before the COVID-19 pandemic and partly from the documentation. Furthermore, it is analyzed through data reduction, verification, and presentation. The results showed that the traditional village communities in West Java, such as Kampung Adat Naga, Kampung Adat Ciptagelar, Kampung Adat Cireundeu, Kampung Adat Polo , and Kampung Adat Kuta , have local wisdom in disaster mitigation which is implemented in the construction of houses, prohibition forests, prohibition of raising animals. The local wisdom of disaster mitigation is reinforced by myths with magical nuances that have strong potential in protecting the surrounding natural environment. Local wisdom can be a form of indirect awareness and has meaning in dealing with disaster threats to reduce disaster risk.

Today language studies are one of the most popular international practices, both for everyday purposes and academic reasons. That is why development and implementation of reliable tools and methods for testing and assessment of language proficiency have become an important goal for instructors and linguists across the globe. To promote a universal understanding of the concepts in this area of knowledge there should exist a comprehensive terminology system of testing and assessment. Borrowing of terms from a more developed terminology system has become a common practice, but whether it always brings satisfactory results remains to be seen. This research paper aims at describing the techniques of integrating English language testing and assessment terms into Russian. In order to establish those techniques we conducted the comparative analysis of the most frequently used English terms on language testing and assessment based on their appearance in specialized texts on the subject and their Russian equivalents. The analysis procedure involved examining the phonetic and orthographic form, definitions and contextual usage of both the original terms and their equivalent borrowed into Russian language. Based on that, we can point out the most productive ways of transferring these terms into Russian, in particular, using calques, half-calques and transformational translation. Those methods prove to be effective in terms of securing the transparency of the meaning and providing a universal understanding of the concepts behind the terms which is necessary for successful communication of the experts in the field on international level and development of valid testing instruments. Nevertheless, integration of some terms is less successful due to the significant discrepancies in meaning between the original and borrowed terms leading to misunderstanding and potentially faulty testing and assessment practices. Therefore, the subject matter of borrowing terms in the abovementioned area shall be addressed in a more thorough fashion, and there should be more studies conducted on this issue.

To break the chain of spread of the Covid-19 virus, the government issued a PPKM policy which requires essential companies to only employ 25% of their employees, this has resulted in the company experiencing an unexpected crisis. the readiness of a company's leadership to determine the level of effectiveness in dealing with the onslaught of the Covid-19 pandemic. This analysis focuses on the leadership style in the company PT. BPR in dealing with the Covid-19 outbreak by examining the level of alertness, responsiveness, cohesiveness, and coordination between organizations. The results of the study show that leaders at PT BPR use an empathetic leadership style which is one of the choices for leaders to carry out leadership functions during the covid-19 pandemic. One of Rensis Likert's theories is 4 Systems or 4 Leadership communication styles. A leader must have the attitude of a Consultative Leader, meaning that with the current covid-19 pandemic, the leader should have little trust in his subordinates, subordinates need information, ideas or opinions through consultation. Because applying an empathetic leadership style alone is not enough to maintain the company and only reduces employee performance because it is considered that leaders provide opportunities and employees will be in a comfort zone.

Construction project transactions are characterized by long-term duration and a high level of task uncertainty. Improving negotiation efficiency is of great significance for the handling of task conflicts and completing projects on time. The project contract represents the legal basis for conflict negotiation between the buyer (owner) and the seller (contractor). However, a dispute still exists over the relationship between contractual complexity and negotiation efficiency. To settle this dispute, we draw on institutional theory to establish a research model and use a dataset collected from 327 construction project transactions in China to empirically test it. The results show that the relationship between contractual complexity and negotiation efficiency is inverted U-shaped. The increase in legal enforceability steepens this curvilinear relationship and moves its vertex to the lower right, meaning that the maximum negotiation efficiency is lower in an institutional environment with higher legal enforceability, despite the effect of the contract being more obvious and contractual complexity being more likely to promote negotiation efficiency in a wider range. This article can offer practical guidance for construction project managers to design contracts according to the institutional environment where the transaction is embedded in a manner that promotes negotiation efficiency.

Resumen Objetivo. El objetivo es comprender el habitus que las organizaciones escolares desarrollan en torno a la evaluación educativa. El trabajo se realizó con docentes de educación especial, preescolar, primaria y secundaria. Las propias percepciones y concepciones teóricas y prácticas del profesorado sobre los diversos ámbitos de su quehacer pedagógico están definidas por la institución donde trabaja y las influencias que esta genera. Metodología. La investigación se desarrolló con los parámetros de la metodología cualitativa, de tipo transeccional con un nivel de profundidad exploratoria-descriptiva. Mediante una aproximación de carácter intensivo, se utilizó la entrevista semiestructurada a 40 profesores en programas de postgrado, buscando el significado de las experiencias del personal docente. La información se procesó a través del análisis narrativo. Discusión. Los resultados muestran la presencia de un habitus paradojal en torno a la evaluación, que la configura como cultura de medición, cuantificación y control, lo cual resta oportunidades para transformarla en espacio de debate, reflexión y colaboración. Conclusiones. Se concluye que la evaluación desarrollada en los contextos organizacionales de la escuela se debate entre el (des)encuentro de sus funciones sociales y sus funciones pedagógicas. La proyección de resultados muestra que la evaluación constituye, en los procesos de formación inicial y continua del profesorado, uno de los talones de Aquiles de la práctica educativa. En el ámbito de las intenciones, se perfila la necesidad urgente de convertirla en un proceso que posibilite la función pedagógica, que integre las unidades de enseñanza, aprendizaje y evaluación. Abstract Objective. The goal is to understand the habitus that school organizations develop around educational evaluation. The work was done with special education, preschool, primary, and secondary teachers. The teachers’ own theoretical and practical perceptions and conceptions of the various areas of their pedagogical work are defined by the institution where they work and its influences. Method. The research was developed with qualitative methodology parameters of transeccional type with a level of exploratory-descriptive depth. Through an intensive approach, the semi-structured interview was applied to 40 teachers in postgraduate programs, seeking the meaning of the teaching staff’s experiences. The information was processed through narrative analysis. Discussion. The results show the presence of a paradoxical habitus around evaluation, which configures it as a culture of measurement, quantification, and control, subtracting opportunities to transform it into a space of debate, reflection, and collaboration. Conclusions. It is concluded that the evaluation developed in the organizational contexts of the school is debated between the (dis)agreement of its social functions and its pedagogical functions. The projection of results shows that the evaluation constitutes, in teachers’ initial and continuous training processes, one of the weaknesses of the educational practice. In the field of intentions, the urgent need to turn it into a process that enables pedagogical function is outlined, integrating the teaching, learning, and evaluation units. Resumo Objetivo. O objetivo é entender o habitus que as organizações escolares desenvolvem em torno da avaliação educacional. O trabalho foi realizado com professores de educação especial, pré-escola, ensino fundamental e médio. As próprias percepções e concepções teóricas e práticas dos professores dos vários campos de seu trabalho pedagógico são definidas pela instituição em que trabalham e pelas influências que ele gera. Metodologia. A pesquisa foi desenvolvida com os parâmetros da metodologia qualitativa, do tipo transacional, com nível de profundidade exploratório-descritivo. Utilizando uma abordagem intensiva, foi utilizada a entrevista semiestruturada de 40 professores em programas de pós-graduação, buscando o significado das experiências dos docentes. As informações foram processadas por meio de análise narrativa. Discussão. Os resultados mostram a presença de um hábitu paradoxal em torno da avaliação, que o configura como uma cultura de medição, quantificação e controle, subtraindo oportunidades para transformá-lo em um espaço de debate, reflexão e colaboração. Conclusões. Conclui-se que a avaliação desenvolvida nos contextos organizacionais da escola é debatida entre o (des) encontro de suas funções sociais e suas funções pedagógicas. A projeção dos resultados mostra que a avaliação constitui, nos processos de formação inicial e contínua de professores, um dos calcanhares de Aquiles da prática educacional. No campo das intenções, destaca-se a necessidade urgente de transformá-lo em um processo que possibilite a função pedagógica, integrando as unidades de ensino, aprendizagem e avaliação.

Image and sentence matching has attracted increasing attention since it is associated with two important modalities of vision and language. Previous methods aim to find the latent correspondences between image regions and words by aggregating the similarities of the region-word pairs. However, these approaches consider little about the relationships of diverse regions in the image and treat the similarities of all region-word pairs equally. Moreover, focusing on fine-grained alignment overly, the true meaning of the original image will be likely distorted. In this paper, a novel Region Reinforcement Network with Topic Constraint (RRTC) is proposed to explore the correspondences between images and texts. Specifically, the region reinforcement network is built to infer fine-grained correspondence by considering the relationships of regions and re-assigning region-word similarities. Meanwhile, the topic constraint module is presented to summarize the central theme of images, which constrains the original image deviation. Extensive experimental results on MSCOCO and Flickr30k datasets verify the effectiveness of our proposed RRTC.

Triggered by budgetary challenges and growing awareness of social needs, recent years have seen increasing entrepreneurial behaviour in the nonprofit sector, of which collaboration with for-profit organizations is a case in point. Yet, while extant research has extensively studied the entrepreneurial orientation (EO) of for-profit organizations, scant attention has been paid to its manifestations in the cross-sector collaboration context and from the nonprofit perspective, even though numerous nonprofit organizations’ idiosyncrasies point to the need for a reconceptualization of the EO dimensions in that domain. Thus, taking the nonprofit perspective, our research aims to explore the dynamics and nature of EO in the context of nonprofit–business collaboration (NBC), examining how the EO core dimensions manifest themselves when nonprofit organizations (NPOs) proactively engage in NBC. We unpack the meaning of EO through two complementary empirical studies. Our work nuances the rather overlooked entrepreneurial posture of so-called ‘active-in-collaboration’ NPOs, exposes new meanings of collaborative EO dimensions (relational proactiveness, relational innovativeness and relational risk management), discusses their underpinning mechanisms and suggests promising areas for further research and implications for practice.