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This paper explores the praxeological status of unintentional speech acts within the framework of speech act theory, examining the role of intention in defining speech acts. It contributes to the debate between internalist and externalist perspectives on whether internal conditions, particularly intentions, are essential for the occurrence of speech acts. The paper draws on praxeology, a methodological approach to studying human action, to argue that speech acts are inherently intentional and purposeful behaviours. It challenges the notion that unintentional acts can be considered speech acts, emphasizing that without intention, there can be no action. The analysis includes a discussion of classical speech act theory, the praxeological concept of action, and the implications of unintentional acts on the theory of communication. The paper concludes that speech acts must be intentional to be considered genuine acts of communication, aligning with the praxeological understanding of human action. [ABSTRACT FROM AUTHOR]

In this paper we introduce Critical Praxeological Analysis (CPA). CPA respecifies critical studies and research by operationalising insights from gestalt psychology and, in particular, the praxeological and linguistic gestalts identified by Harold Garfinkel and Ludwig Wittgenstein. CPA offers a framework for analysing the in-situ production, maintenance, challenging, repair and overcoming of norms and structures. Using naturally occuring data, as well as fictional and imagined examples, CPA examines the meanings that situations have for the participants who constitute them. The paper provides brief praxeological analyses, which draw upon themes from Frantz Fanon's work to illustrate CPA in practice. We conclude by inviting others to apply CPA to themes drawn from the critical studies literature, in the hope that such analyses will deepen our understanding of how norms and structures are produced, maintained, challenged, repaired and overcome in interaction. [ABSTRACT FROM AUTHOR]

Purpose: Assessing whether a book is relevant or suitable for use in teaching materials is not an easy and haphazard matter, various methods and theories have been offered by researchers in studying this matter. Taking a study of the context of textbooks, researchers found the urgency that textbooks are a foundation for education, socialization and transmission of knowledge and its construction. Researchers offer another approach, namely by using praxeology as a study tool so that the goals of the textbooks previously intended are fulfilled. Design/methodology/approach: The researcher uses a qualitative approach through grounded theory. Grounded theory procedures are designed to develop a well-integrated set of concepts that provide a thorough theoretical explanation of the social phenomena under study. A grounded theory must explain as well as describe. It may also implicitly provide some degree of predictability, but only with respect to certain conditions (Corbin and Strauss, 1990). Document analysis in conducting this research study. Document analysis itself examines systematic procedures for reviewing or evaluating documents, both printed and electronic materials. Findings: Two issues regarding gender acquisition have been investigated in L2 Arabic acquisition studies; the order in which L2 Arabic learners acquire certain grammatical features of the gender system and the effect of L1 on the acquisition of some grammatical features from L2 grammatical gender. Arabic has a two-gender system that classifies all nouns, animate and inanimate, as masculine or feminine. Verbs, nouns, adjectives, personal, demonstrative and relative pronouns related to nouns in the syntactic structure of sentences show gender agreement. Research limitations/implications: In practice, as a book intended for non-speakers, the book is presented using a general view of linguistic theory. In relation to the gender agreement, the presentation of the book begins and is inserted with the concepts of nouns and verbs. Returning to the praxeology context, First, The Know How (Praxis) explains practice (i.e. the tasks performed and the techniques used). Second, To Know Why or Knowledge (logos) which explains and justifies practice from a technological and theoretical point of view. Answering the first concept, the exercise presented in the book is a concept with three clusters explained at the beginning of the discussion. And the second concept, explained with a task design approach which includes word categorization by separating masculine and feminine word forms. Practical implications: Practically, this research obtains perspectives studied from a textbook, namely the Arabic gender agreement is presented with various examples of noun contexts; textbook authors present book concepts in a particular way with regard to curriculum features and this task design affects student performance, and which approach is more effective for developing student understanding. Empirically, the material is in line with the formulation of competency standards for non-Arabic speakers in Indonesia. Originality/value: With this computational search, the researcher found a novelty that was considered accurate by taking the praxeology context as a review in the analysis of non-speaking Arabic textbooks, especially in the year 2022 (last data collection in September) there has been no study on this context. So then, the researcher finds other interests in that praxeology can examine more broadly parts of the task of the contents of the book with the approach of relevant linguistic theories. [ABSTRACT FROM AUTHOR]

In this article, we reassess two of Mises' core methodological claims. The first claim is that action is necessarily rational. The second claim is that all human minds share a logical structure. Neither claim can be unreservedly accepted but, we argue, both contain truth: Mises' reflections remain important contributions to our understanding of action and the mind, hence to economics. [ABSTRACT FROM AUTHOR]

Learning Obstacle atau hambatan belajar pada pembelajaran matematika harus diminimalisir agar pembelajaran yang optimal dapat terwujud. Salah satunya yaitu pembelajaran pada materi Sistem Persamaan Linear Tiga Variabel (SPLTV). Penelitian ini bertujuan untuk untuk mengkaji dan mendeskripsikan hambatan belajar siswa pada pembelajaran materi SPLTV berdasarkan teori praxeology. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologi. Dengan menggunakan teknik triangulasi, penelitian ini menggunakan instrumen tes dan wawancara dalam mengidentifikasi hambatan belajar tersebut. Hasil analisis jawaban siswa dan wawancara mendalam berdasarkan teori praxeology menunjukkan bahwa siswa memiliki hambatan belajar, baik hambatan ontogenik, didaktik, maupun epistemologi. Hal tersebut digambarkan dengan ketidakmampuan siswa menggunakan teori dalam mendasari teknik penyelesaian, ketidaktepatan teori dan teknologi dalam mendasari teknik yang digunakan oleh siswa, dan ketidakmampuan siswa dalam memahami jenis tugas yang diberikan. Ketiga hambatan yang teridentifikasi berdasarkan praxeologydiharapkan dapat menjadi acuan bagi guru untuk dapat menyusun bahan ajar yang dapat meminimalisir hambatan belajar pada siswa. Learning Obstacles or learning barriers in learning mathematics must be minimized so that optimal learning can be realized. One of them is learning on the Three Variable Linear Equation System (SPLTV) material. This study aims to examine and describe student learning obstacles in learning SPLTV material based on praxeology theory. This research uses a qualitative approach with phenomenological method. By using triangulation techniques, researchers used test instruments and interviews to identify these learning barriers. The results of the analysis of student answers and in-depth interviews based on praxeology theory show that students have learning barriers, both ontogenic, didactic, and epistemological barriers. This is illustrated by the inability of students to use theory to underlie the completion technique, the inaccuracy of theory and technology in underlying the techniques used by students, and the inability of students to understand the type of assignments given. The three obstacles identified based on praxeology are expected to be a reference for teachers to be able to develop teaching materials that can minimize learning barriers to students.

In the context of the dissemination of the knowledge information revolution, research on the peculiarities of the transfer of advanced technologies as a manifestation of their appropriation as intellectual property becomes relevant. The goal is to develop a mechanism for managing the transfer of advanced technologies and to identify the functions of their subjects, obstacles, and the content of their reproduction. The integration method is a synthesis of several approaches: a) dialecticalmaterialistic method is employed to reveal the driving role of contradictions in the evolution of the appropriation of information-digital intellectual products; b) modeling is used for logical generalization and concretization of the interaction among subjects involved in appropriating information-digital intellectual products; c) activity-praxiology approach is employed in analyzing the structure and overall outcomes of the operation of the machine-sized cognitive system as a component of human activity; d) system-synergistic method is utilized to establish objective development tendencies of public production through the formalization of the functioning of the production use of informationdigital intellectual products. The transformational characteristics of the appropriation of informationdigital intellectual product as one aspect of the transfer of advanced technologies have been identified. The functions of the subjects of appropriation of information-digital intellectual property have been specified according to the following economic roles: “creator-producer”, “producer-mediator”, and “mediator-consumer”. The theoretical concepts of the typology of stages of appropriation of information-digital intellectual product have been refined based on partial and general criteria. The essence of the disproportions in the reproduction of subjects of the transfer of advanced technologies (creators, producers, mediator-entrepreneurs) has been revealed. Relevant statistical data on the latency and actualization of the appropriation of information-digital intellectual product in a strategic perspective have been identified to reflect the content of barriers to its production use. The constant accumulation of disproportions in the reproduction of subjects of the transfer of advanced technologies is an obstacle to the development of social production. The prospects of eliminating this obstacle in the direction of externalizing the appropriation of information-digital intellectual product in its production use and self-value enhancement have been formalized in a system of equations. As limitations of such a system of equations, a set of functions and alternatives for the production use of information-digital intellectual product according to the economic roles of its subjects are indicated. [ABSTRACT FROM AUTHOR]

Copyright of Acción Motriz is the property of Jose Hernandez Moreno, Editor-Jefe de la revista Accion Motriz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acción Motriz is the property of Jose Hernandez Moreno, Editor-Jefe de la revista Accion Motriz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acción Motriz is the property of Jose Hernandez Moreno, Editor-Jefe de la revista Accion Motriz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acción Motriz is the property of Jose Hernandez Moreno, Editor-Jefe de la revista Accion Motriz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The first part of this paper explains the praxeological interpretation of the noological concept of act. The second part describes Antonio González Fernández's criticisms of that notion. His objection consists in pointing out that acts cannot be considered real things, but only the arising of these. From this observation on noology, González Fernández not only gives rise to his praxeology (also known as hiparqueology), but also his philosophical system begins to be questioned for not explaining what acts are, in the world of facts, beyond the assumption that they are there, despite being invisible. In the third and last section, some hypotheses are presented to address objections to the praxeological concept of act, such as the one mentioned above and the apparent circularities and possible contradictions within the praxeological system. [ABSTRACT FROM AUTHOR]

The conception of functions, defined as the relationship between magnitudes or sets of ordered pairs, varies among students depending on the contextualization of the concept within the curriculum, notably in school textbooks. This investigation endeavors to scrutinize the approach taken by Indonesian textbooks in introducing the function concept at the lower secondary school level. An eighth-grade mathematics textbook was scrutinized utilizing praxeology, the fundamental construct of the Anthropological Theory of the Didactic. The analytical process unfolded in three main phases: examination of the praxis block, analysis of the logos block, and evaluation of the textbook's praxeological structure in collaboration with experts and educators. The examination revealed that the Indonesian textbook organizes functions into three distinct local praxeological frameworks: functions as sets, bijective functions, and functions as relationships between magnitudes. The praxis primarily emphasizes tasks and techniques for functions formulated by sets, shaping the landscape of function learning in Indonesia. Consequently, a notable epistemological gap within logos stems from the disparity between two conceptions of functions: functions as sets and analytical expressions. These findings underscore the necessity for an alternative praxeological arrangement of functions, mainly to bridge the divide between the set-theoretical definition and the analytical expression of a function.

In an era of various crises faced by modern France, the attention of policymakers shaping the ideological policy of the state has focused primarily on the intersection of education and religion. The programmatic secularism of education, inscribed in the essence of the concept of the Republic as a space for the realisation of liberty, equality, fraternity, has become an arena of clashing opposing discourses. The aim of this article is to attempt to understand the place of the values of the Fifth French Republic in the recruitment process of current and future early childhood education teachers in public schools in France in the deontological, praxeological and didactic dimensions. Textbooks for candidates are the primary source for this study. Using the hermeneutic method, the starting point was the course of the recruitment competition in the context of the legislator's expectations of candidates. Next, the focus was on the exegesis of republican values, with particular emphasis on secularism (laïcité). Th e issues of teachers' duties and the place of these values in the teaching-learning process were also addressed. Th e study closes with a summary that also refers to the broader cultural context of contemporary France. [ABSTRACT FROM AUTHOR]

The article presents a theoretical and practical analysis of the application of blockchain in the field of labor law, also in connection with the branch of science, which is management. Therefore, adopting such a research objective made it necessary to analyze this issue in the axiological, praxeological, and practical dimensions, with reference to the sphere of management. Consequently, the chosen research method will not be a formal-dogmatic method, which mainly involves the analysis of legal norms, but a general theoretical analysis and reasoning. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper reports the results of a didactic engineering proposal for statistical modelling and inquiry in the context of teacher education. The tasks and situations we focus on are related to Brousseau’s guessing game, which was originally proposed for the teaching of probability and randomness to primary school students. In this paper, we describe two different didactic engineering designs based on the guessing game, which were independently managed by two different research teams in the context of pre-service teacher education. One of them is aimed at primary school teachers in Spain, and the other at secondary school teachers in Japan. The theoretical tools and design principles employed come from the anthropological theory of the didactic, especially praxeologies and study and research paths. The description and comparison of the two cases reveal the potential of the guessing game for the teaching of statistics in teacher education, as well as the limitations of the dominant epistemological models in statistics, for researchers and educators when planning to work on statistics education. [ABSTRACT FROM AUTHOR]

This article is the result of a praxiography research conducted between January and December 2019, in a hospital in the city of São Paulo, through interviews, participant observation and daily monitoring of the routine of the Comissão Intra-Hospitalar de Doação de Órgãos e Tecidos para Transplante (CIHDOTT) [Intra-Hospital Commission for Donation of Organs and Tissues for Transplantation]. Praxiography is a type of ethnography that, in addition to meanings and perspectives, conceptualizes the actions and materialities mobilized in practices, verifying how they are produced from multiple and heterogeneous arrangements, and recording the connections between the realities and objects. The article seeks to describe the materialities and practices in the organ donation process. The text follows organ donation -- a medical practice whose temporality produces an act that enables a therapeutic intervention, organ transplantation --, recording the performatization of practices, or a coordinated set of practices, of organ donation. [ABSTRACT FROM AUTHOR]

In this paper, we report on data from 40 middle and secondary school mathematics teachers and teacher candidates as they begin to articulate the intersection of language-friendly pedagogy, mathematics teaching, and a multilingual technological tool by way of a two-hour introductory workshop. We use an Anthropological Theory of the Didactic which recognises that mathematics instruction and language instruction are done differently under distinct institutional conditions (curriculum, culture, language, etc.) to analyse our data. Our findings suggest that teachers' beliefs and perspectives regarding their multilingual students guide their choices about how to use a powerful digital multilingual platform to either remediate what they perceive as deficits in their students or leverage the assets of multilingual learners. [ABSTRACT FROM AUTHOR]

Copyright of Procesos de Mercado is the property of Procesos de Mercado. Revista Europea de Economia Politica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Lesson study is recognised as a cultural activity and its implementation in a context different from Japan is a complex process. Researchers' role in this process is assumed to be critical, although this has rarely been investigated. In this paper, we analyse a teaching experiment to introduce lesson study into a professional development course for prospective teachers at an Italian university, focusing our investigation on a group of researchers acting as teacher educators (didacticians). Using the anthropological theory of the didactic and meta-didactical transposition frameworks, we investigate their dual position as researchers and as teacher educators. We observe the evolution of the didacticians' teacher-education praxeology (a model of practice and knowledge) during their interactions with prospective teachers. The results indicate that the didacticians' teacher-education praxeology is distinguished, shaped, and actively influenced by their research praxeology. The results also imply that coordinating the two theoretical frameworks may guide the design and analysis of teachers' professional development courses. [ABSTRACT FROM AUTHOR]

This document is a summary of the 16th issue of "On_Culture: The Open Journal for the Study of Culture" titled "Ways of Reading." The issue explores various reading strategies and techniques, including skimming and analytical reading. Each contribution focuses on a different aspect of reading, such as the representation of distance in contemporary novels of migration, the relationship between reading and care, political reading, non-reading practices, media-critical discourses on digital reading, personal experiences and reflections on reading, and the social and affective aspects of reading. The authors express gratitude to everyone involved in the publication process and invite readers to explore the different ways of reading presented in the issue. [Extracted from the article]

This study is framed within the anthropological theory of the didactic. The first part is a comparative study of the mathematical organisation of concave/convex functions on the one hand at university, and on the other hand in secondary education. Data for this analysis are from a university textbook on calculus and a secondary school textbook. The analytic results show how the mathematics (to be) taught at secondary level consists of a largely demathematised logos block. The corresponding institutional fragmentation of knowledge reveals a missing praxeological organisation from which the organisations of knowledge we consider in this paper could be derived by transposition. Responding to this insight, in the second part of the paper, we have outlined what we call an archeorganisation for concave/convex functions, a framework that teacher education institutions could refer to when trying to satisfy the specific constraints they are subjected to (notably because of its publics), without for that matter isolating themselves epistemically from other academic institutions. Formulating an archeorganisation represents a meta-curricular study, with the objective of transforming the institutional conditions and constraints that guide mathematics educators and curriculum designers in their deliberations about the concept of concave/convex functions. [ABSTRACT FROM AUTHOR]

This article addresses the pedagogical practices applied by teachers at pre and primary school level when working with children with culturally and linguistically diverse backgrounds (CALD) as well as potential challenges in a research collaboration between teachers and academics. A praxeological study was conducted with two preschool teachers and two primary school teachers participating. Additional data was obtained through interviews with the principals of the two participating schools. The aim of the study was for the teachers to reflect on their own practices, and in collaboration with the researcher, create and develop new knowledge and approaches on how to better respond to and work with their CALD students. Findings suggest that observed pedagogical practices, as well as the class and school environment, exhibited few characteristics of a culturally responsive pedagogy or cultural diversity. The principal's encouragement and support seemed to be an influential factor regarding the teachers' overall research experience and the teachers who felt more support from their principal during the research period reported more benefits from the study. The findings also reveal some of the challenges that can arise in a research collaboration between teachers and researchers, such as identifying shared goals and mutual understanding of important concepts. [ABSTRACT FROM AUTHOR]

Sociology of philosophy is the name of a theory-based, empirical sociological subdivision, whose basic approach is praxeological: doing philosophy involves a variety of socially situated practices that in some cases result in philosophical arguments and doctrines fixed in text. Constellation research is an approach developed by the German philosopher Dieter Henrich (1927–2022) for investigations into the history of philosophy. It combines a historical and a systematic intent and interest. Constellation research has primarily been tried out on the rapid development of post-Kantian idealism in Germany in the 1790s. The approach has some obvious similarities with different approaches within the sociology of philosophy. The article first gives a condensed presentation of constellation research as a research program. In a second step, it tries to sort out similarities and dissimilarities with key concepts, topics and approaches within the sociology of philosophy. The argument put forward is that constellation research can provide the sociology of philosophy with some novel ideas and that the sociology of philosophy may prove to be a useful resource to constellation research. In short, there is a potential for cross-fertilization between the two approaches. [ABSTRACT FROM AUTHOR]

The appropriation of Paulo Freire's ideas by academic and educators of the West often reduces them to a pedagogical method. This article's argument affirms that considering his contributions from a strictly pedagogic perspective would empty the educative act of its political content and, according to Freire, would make it as dominating as any other. The text is written in a close relationship with the words of Freire. It is recognized, in the discussion of the challenges we face if we intend to explore the possibilities of practicing a liberating education at the space of management schools, that it is always possible to make something to contradict the dominant and to open space for creativity and hope. In this situation, it necessarily includes the critique of management and its insertion in the process of cultural invasion. The aim is not to provide a conclusive contribution; it is an invitation to future dialogues that embrace Paulo Freire's ideas mainly around themes such as organization, leadership and education, always keeping in mind the praxeology and the critical ethics that are at the fundament of his propositions. [ABSTRACT FROM AUTHOR]

The work of Lactantius, a rhetorician who converted to Christianity, analyzes asymmetric oppositional concepts in his 'Political Theology', particularly the opposition between 'the Good' (boni) and 'the Evil' (mali). His theological concepts are based on binary codifications and have a political and religious dimension. Lactantius' writings illuminate the salvific embedding of conflicts between the Good and the Evil, as well as the moral-anthropological foundation of human behavior. Despite the potential for violence in his oppositional concepts, Lactantius' political praxeology remains restrained and conceptual, without providing concrete recommendations for action in the present. [Extracted from the article]

The present reflection arises from the central agenda in the doctoral thesis of the Metropolitan University of Education, Science and Technology, UMECIT, which aims to describe the impact that praxeology has on the development of citizen competencies in higher education, illustrating aspects of social responsibility formative research, Saber Pro tests, training of graduates and curricular criteria at UNIMINUTO; relating directly to the two central themes. The methodology developed is qualitative-reflexive. In this way, significant contributions of the praxeological model are identified taking into account its form of application in each phase, in addition to the tools it provides through the relationship between theory and praxis, the systematization of experiences and the social vision it projects. In conclusion, it has a significant impact on human training in higher education, promoting the comprehensive development of individuals as responsible, critical citizens committed to their social and cultural environment. [ABSTRACT FROM AUTHOR]

The article examines the relatively new term "climate emotions" from a religious pedagogy perspective. Based on a reference to hope theory and an educational example of multimedia processing strategies for climate emotions, the article first analyzes the term and then theoretical perspectives of "environmental theology". German religious education theory, especially its political variant, proves to be theoretically very compatible with this discussion. At the same time, it becomes clear that dealing with climate emotions leads to the border areas of pedagogical and didactic settings and that educational work on and with climate emotions is exposed to a variety of risks of functionalization and permanent contingency. This is why theologically (modal) hope is crucial. [ABSTRACT FROM AUTHOR]

Copyright of Agora (0211-6642) is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Economía is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Praxis Pedagogica is the property of Corporacion Universitaria Minuto de Dios and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acción Motriz is the property of Jose Hernandez Moreno, Editor-Jefe de la revista Accion Motriz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acción Motriz is the property of Jose Hernandez Moreno, Editor-Jefe de la revista Accion Motriz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acción Motriz is the property of Jose Hernandez Moreno, Editor-Jefe de la revista Accion Motriz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper presents a survey and analysis of the selected basic theses of some operational sciences and praxiology. This project is related to the ongoing research and development works on the description of the reliability of action. These works refer to the concept of such a description presented by Józef Konieczny within the framework of systems of action engineering (and formal praxiology). The original concept is universal and can be useful in reliability engineering, but its analysis, development and application require prior research on its foundations. For this reason, the aim of this work is to formulate observations and conclusions regarding the description of the state of availability of the individual elements of a chain of action - which is one of the many stages of the mentioned research and development works. [ABSTRACT FROM AUTHOR]

Alexander Linsbichler's book, "Was Ludwig von Mises a Conventionalist?", analyzes the epistemology of the Austrian economist and sheds light on the understanding of praxeology. Linsbichler argues that Mises's epistemological position should be classified as a form of conventionalism, rather than synthetic apriorism as often claimed. The book also addresses the classification of praxeology within the Neo-Austrian School of Economics and challenges the views of certain Austrian economists, including Rothbard. While the book raises important questions and offers a new perspective, there are gaps in the argument that may require further elaboration. Overall, it is a valuable contribution to the literature on epistemology and Austrian economic thought. [Extracted from the article]

Copyright of Internationales Archiv für Sozialgeschichte der deutschen Literatur is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the depiction of the writing process, as showcased in Monty Python's sketch of Thomas Hardy writing "The Return of the Native." It details the intricate gestures, hesitations, and patterns observed during the act of writing, emphasizing the complexities and nuances of the writing process. The authors, inspired by Steffen Martus and Carlos Spoerhase's "Geistesarbeit," delve into the detailed examination of the labor of the mind in humanities.

Copyright of Acta Scientiae (1517-4492) is the property of Acta Scientiae and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper seeks to answer the question whether and how professional associations help students and young translators develop the competences required in the translation market, and how they interact with the academic community. It specifically focuses on the Czech Union of Interpreters and Translators, which brings together interpreters and translators of all specialisations. It summarises the Union’s aims, mission, and activities, with a particular focus on translation and interpretation trainees and young professionals—the annual conference for young translators and interpreters and the Master’s and Bachelor’s Thesis Awards. Based on data collected from the Union’s website and archives, the content of these two events was analysed to see how the Union interacts with the academic world, what topics are prioritised, and to what extent and how the two events complement university education and reflect the Union’s mission. The results reveal how professional organisations can support interaction between translation and interpreting students/recent graduates and the professional sphere and how the activities of these organisations can be useful in translator training.

In order to effectively manage the company's resources, it is necessary to draw up financial plans, control the flow of income and expenses, and correlate strategic and managerial decisions with the current economic situation. These tasks can be implemented through budgeting. The article aims to generalize the theoretical and methodological principles of budgeting and management reporting and substantiate recommendations for their improvement based on the analysis of best international practices. It was determined that budgeting is considered as: 1) a management function characterized by general scientific and practical approaches to the goal, purpose, tasks and functional content; 2) an element of the management accounting system concerning management reporting. The factors causing the problem of low budgeting efficiency in Ukrainian enterprises were disclosed. The research draws a parallel between traditional budgeting systems, which have proven themselves in the practice of Ukrainian enterprises, and innovative ones of foreign origin. It was proposed to use instrumental technologies of Lean and frugal production in budgeting. It was recommended to develop the ideology of budgeting based on the philosophy of praxeology. This approach will increase the role of budgeting in making managerial decisions. It was determined that an important element of the budgeting process is the internal management reporting system, which is formed in connection with the design and content of budgets. Innovative budgeting methods are factors in the development of the management reporting system. Management reporting should be improved in terms of form, content and design. The authors consider the design of management reporting as a bridge between the executor and the consumer of the information product, capable of increasing the level of understanding and trust between the management accounting accountant and the decision-making centre, i.e. the manager (owner).