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Summary Artificial Intelligence (AI) holds great potential in leveraging complex relationships within large datasets. The primary challenge lies in identifying relevant features in abstract data such as molecules, compounds or spectra. Models are trained and tested using supervised or unsupervised learning methods. Active learning and iterative processes enhance accuracy. AI offers the potential for precise predictions and innovation in both research and industry. [ABSTRACT FROM AUTHOR]

Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association 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 Drama Therapy Review is the property of Intellect Ltd. 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 Hessische Blätter für Volksbildung is the property of wbv Media GmbH & Co. KG 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 Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura 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.)

Archaeologists in the Canary Islands have gathered substantial quantitative data from radiocarbon measurements and aDNA analyses. While undeniably helpful and necessary for apprehending past human activity, their interpretation, based on theories underpinning models developed for island chains, has lagged, leaving a gap in our understanding of processes of occupation and social network systems. The decontextualized nature of the archaeological landscape of the Canaries and a lack of consensus about proper radiocarbon methodologies are some of the factors contributing to heated scholarly debate. Here, for the Canary Islands, the author reviews the current literature on aDNA and discusses settlement theories, the chronological evidence used for occupation models, and how such perspectives align with current thinking on island colonization. [ABSTRACT FROM AUTHOR]

Elahe Haschemi Yekani, Magdalena Nowicka und Tiara Roxanne setzen mit ihrem transdisziplinären Buch am Primat des ‚Sehens‘ und dessen Gleichsetzung mit Wissen in westlichen Kulturen an. Dabei interessieren sich die Autor*innen für die Bedeutung des Sehens für die Rassifizierung, Vergeschlechtlichung und Sexualisierung von Körpern. Sie nutzen dafür Erkenntnisse aus Disziplinen wie Kognitionswissenschaft, Psychologie, Philosophie sowie Visual Culture Studies und aus der künstlerischen Forschung. Differenz und soziale Kategorien sowie deren intersektionale Verknüpfung in Machtverhältnissen werden dabei als kulturell prädisponiert vorgestellt. Die illustrierenden Beispiele stammen wesentlich aus der Migrations- und Rassismusforschung sowie den Queer und Trans Studies und leider kaum aus der Geschlechterforschung. Das Buch mündet in ein Plädoyer für einen Visual Turn in der Intersektionalitätsforschung im transdisziplinären Dialog und mithilfe neuer, noch zu entwickelnder Methoden.

Cet article tourne et retourne les différents sens du concept puissance, concept à géométrie variable dans les Relations Internationales. Il analyse les différentes acceptions du concept au regard des intérêts nationaux qui varient selon les divers environnements qui s’imposent aux Etats. La plupart des auteurs souhaiteraient que les chercheurs en Science des Relations Internationales, prennent du recul devant l’unique assertion qu’ils ont tendance à octroyer à ce concept : celle de la force militaire, vecteur de domination.

This is a two‐part paper: in the first one, a personal story serves as a conceptual prism through which I address the issue of how a queer analyst can be a problem for analytical psychology; in the second, I present some readings and images—mostly from decolonial feminisms—that have been of interest to me lately in my path to queer Jungian psychology, that is, to de‐essentialize and de‐individualize its theory and practice. By borrowing (and altering) the title from Gloria Anzaldúa's (1991/2009a) essay "To(o) queer the writer", this paper explores some themes she has elaborated there on solidarity, theorization and ways of writing and reading from othered points of view. In dialogue with Donna Haraway's (2016) Staying with the Trouble and Ursula K. Le Guin's (1989/2000) The Carrier Bag Theory of Fiction, together with the imagery of bags, weaving and string figures game, this paper aims to explore the potential of what I have called "woven onto‐epistemologies". By imagining and developing this new condition of knowledge, other stories and theories in analytical psychology may have an opportunity to be told. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Analytical Psychology is the property of Wiley-Blackwell 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.)

Wie das Erlernen von theoretischem Wissen und praktischen Fähigkeiten verbunden und verschränkt werden soll, ist eine Kernfrage in Journalismus- und Journalistikstudiengängen. Die Integration der beiden Elemente wird als entscheidendes Bildungs- und Ausbildungsversprechen gesehen (Bergmann und Pörksen 2007, 18). Diese Studie untersucht, inwiefern die Studiengänge in Deutschland bei der Ausbildung der Studierenden einem gemeinsamen Muster der Theorie-Praxis-Integration folgen. Hierfür wurden durch eine qualitative Inhaltsanalyse zehn Modulhandbücher von Journalismus- und Journalistikstudiengängen mit dem von Wolfgang Streitbörger (2014) entwickelten Analyseraster untersucht. Die Anwendung des Analyserasters auf die Modulhandbücher stellt gleichzeitig einen erfolgreichen Machbarkeitstest dar, da es eigentlich dafür ausgelegt ist, die ganze Struktur eines Modulhandbuchs zu untersuchen. Hier wurde es dazu verwendet, einzelne besonders integrative Lehrveranstaltungen und Module in den Curricula zu identifizieren und zu gruppieren. Insgesamt wurden 34 Module und Lehrveranstaltungen identifiziert, die als besonders integrativ eingeordnet werden konnten und in vier Gruppen gegliedert wurden. Die erste Gruppe bilden Module und Lehrveranstaltungen, in denen Medienpraxis simuliert wird, bspw. die Lehrredaktion. Die zweite Gruppe bilden Module und Lehrveranstaltungen, in denen kreativ mit Computerprogrammen im Rahmen von Projekten gearbeitet wird. In der dritten Gruppe wird interdisziplinär bzw. gemeinsam mit externen Disziplinen gearbeitet. Die vierte Gruppe beinhaltet kommunikationswissenschaftliche Module und Lehrveranstaltungen, in denen empirische Projekte umgesetzt werden. Abschliessend wurden die Ergebnisse der Inhaltsanalyse durch einen Literaturabgleich mit den Idealvorstellungen deutscher Journalismusforscher:innen zur Theorie-Praxis-Integration abgeglichen, um Gemeinsamkeiten und Divergenzen festzustellen.

Das im Lehramtsstudium verankerte Praxissemester dient u.a. dazu, Theoriewissen und praktisches Handlungswissen zu verknüpfen. Praxissemesterstudierende haben die Aufgabe, verschiedene Forschungsfragen zu untersuchen, indem sie für die Schulpraxis relevante Fragestellungen eigenständig entwickeln, theoretisch einordnen und empirisch bearbeiten. Für die Studienprojekte ist eine theoretische Fundierung im Sinne des Forschenden Lernens von großer Bedeutung. Ausgewählte Theorien werden den Studierenden im vorbereitenden Seminar zum Praxissemester (VPS), hier in einem von der Biologiedidaktik angebotenen VPS-Seminar, bereits vor Beginn der eigentlichen Praxisphase nähergebracht. Dies geschieht anhand der Methodik des Theorietalks, die der strukturierten, diskursiven Besprechung von wissenschaftlichen Theorien dient. Diese Methode, welche sich innerhalb des gemäßigten Konstruktivismus verorten lässt, ist durch verschiedene Rollen gekennzeichnet, die den Studierenden innerhalb der Besprechung der Theorietexte zukommen. Die mehrfache Erprobung und Evaluation mittels Studierenden-Feedbacks deutet darauf hin, dass diese Methode sinnvoll für die Besprechung und das inhaltliche Durchdringen von Theorietexten ist. Der Beitrag führt in die Methode des Theorietalks ein und stellt konkrete hochschuldidaktische Hinweise zur Nachnutzung zur Verfügung.

Cette lettre articule une réflexion sans aucune prétention sur une dizaine d’années de recherche en éthique appliquée, voire en bioéthique. En se basant sur le savoir expérientiel de l’autrice qui est ergothérapeute et philosophe de formation, cette lettre présente quelques apprentissages faits au cours de ces années qui pourront peut-être aider la génération actuelle et future de bioéthiciens et bioéthiciennes à naviguer entre la théorie et l’empirique, et ce faisant valoriser les personnes confrontées à des enjeux éthiques, faire preuve d’humilité épistémique, tout en mobilisant les idées et théories à même de mettre en lumière les dimensions éthiques de diverses expériences et pratiques.

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The article discusses the inevitability of General Educational Science and its significance for all educational sub-disciplines. General Educational Science examines historical and potential developments, educational terminology and scientific approaches, ethical goals and requirements, as well as practical educational challenges. However, there is no general consensus on which topics are relevant for all sub-disciplines. General Educational Science aims to examine and engage in existing debates and differences without providing clear answers. It considers historical development, clarifies theoretical concepts and ethical goals, collects and interprets data, and discusses practical challenges. General Educational Science is engaged in a struggle for influence with other sub-disciplines and has lost some of its influence. [Extracted from the article]

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Copyright of Akofena is the property of Universite Felix Houphouet Boigny 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 Opera Slavica is the property of Masaryk University, Faculty of Arts 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 Neue Politische Literatur is the property of Springer Nature 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 article brings a broad array of works, which pertain to different research areas of international relations (IR), into contact with each other via a graphic method, systemism, to obtain insights that otherwise might prove elusive. Completion of these tasks is anticipated to exemplify how the systemist approach can enhance communication throughout IR. Systemism is introduced as a graphic technique for communicating arguments. Systemist graphics are used to convey the contents of (a) two studies that focus on theory per se and (b) a range of topics—foreign policy analysis, forecasting, and conflict processes. Systematic synthesis focusing on the two works about theory and bricolagic bridging that is based on all five studies reveal the contributions of a systemist approach, respectively, to the logics of confirmation and discovery. Value added from the systemist approach is confirmed for both IR research and pedagogy. [ABSTRACT FROM AUTHOR]