Fictionalising the Father in Maïssa Bey’s Entendez-vous dans les montagnes . . .

Hawwa ◽  
2014 ◽  
Vol 12 (2-3) ◽  
pp. 195-220
Author(s):  
Siobhán McIlvanney
Keyword(s):  
Real Life ◽  
Algerian War ◽  
French Military ◽  
Staged Construction

This contribution analyses the autobiographical récit, Entendez-vous dans les montagnes . . . (2010), by the contemporary Franco-Algerian author, Maïssa Bey, whose father was murdered by the French military during the Franco-Algerian War. It explores Bey’s deliberate transgression of conventional generic categories in her ‘staged’ construction of a dialogic exchange in which an authorial doppelgänger confronts her father’s killer. This segueing of the factual and fictional paradoxically allows Bey to confront her own past more directly, and to give expression to her fundamentally Other-oriented perception of the role of literature, which she perceives as a tool for active engagement with the sociopolitical present and future. Fiction for Bey is not about escaping ‘real life’, but about inhabiting it, about speaking past silences—silences both enforced and willingly espoused as a means of resistance—and representing the un(der)represented.

scholarly journals Calibrating the CreditRisk+ Model at Different Time Scales and in Presence of Temporal Autocorrelation †

Mathematics ◽  
2021 ◽  
Vol 9 (14) ◽  
pp. 1679
Author(s):  
Jacopo Giacomelli ◽  
Luca Passalacqua
Keyword(s):  
Time Series ◽  
Default Risk ◽  
Real Life ◽  
Statistical Error ◽  
Real Data ◽  
Sampling Period ◽  
Calibration Procedure ◽  
Industry Standards ◽  
Default Rate

The CreditRisk+ model is one of the industry standards for the valuation of default risk in credit loans portfolios. The calibration of CreditRisk+ requires, inter alia, the specification of the parameters describing the structure of dependence among default events. This work addresses the calibration of these parameters. In particular, we study the dependence of the calibration procedure on the sampling period of the default rate time series, that might be different from the time horizon onto which the model is used for forecasting, as it is often the case in real life applications. The case of autocorrelated time series and the role of the statistical error as a function of the time series period are also discussed. The findings of the proposed calibration technique are illustrated with the support of an application to real data.

scholarly journals Calculators as Facilitators of Understanding Computational and Mathematical Contexts

2019 ◽  
Vol 1 (1) ◽  
pp. 177-183
Author(s):  
Jan Guncaga ◽  
Lilla Korenova ◽  
Jozef Hvorecky
Keyword(s):  
Soft Skills ◽  
Real Life ◽  
Theoretical Background ◽  
Learning Processes ◽  
Complex Phenomenon ◽  
Learning To Learn ◽  
Life Problems ◽  
The Subject ◽  
The Relationship

AbstractLearning is a complex phenomenon. Contemporary theories of education underline active participation of learners in their learning processes. One of the key arguments supporting this approach is the learner’s simultaneous and unconscious development of their ability of “learning to learn”. This ability belongs to the soft skills highly valued by employers today.For Mathematics Education, it means that teachers have to go beyond making calculations and memorizing formulas. We have to teach the subject in its social context. When the students start understanding the relationship between real-life problems and the role of numbers and formulas for their solutions, their learning becomes a part of their tacit knowledge. Below we explain the theoretical background of our approach and provide examples of such activities.

Rembrandt’s nature

2019 ◽  
Vol 68 (1) ◽  
pp. 322-347
Author(s):  
Joost Keizer
Keyword(s):  
Seventeenth Century ◽  
Real Life ◽  
Live Model ◽  
Life Itself ◽  
Artistic Training

In seventeenth-century Holland, the role of the live model in the making of art and, importantly, as a vehicle for artistic training had become a topic of contention. No other aspect of artists’ education had received more criticism than the use of real-life models. Artists ran the risk of drawing too much attention to the live model, leaving the model’s features visible in their works. These works would look too much like life itself. This essay argues that seventeenth-century theorists devised an intricate concept of style in order to keep life in an artwork at bay. To train artists was to discipline them in style.

When “Real” Seems Mediated: Inverse Presence

2005 ◽  
Vol 14 (4) ◽  
pp. 492-500 ◽  
Author(s):  
Lydia Reeves Timmins ◽  
Matthew Lombard
Keyword(s):  
21St Century ◽  
Online Survey ◽  
Real Life ◽  
September 11 ◽  
News Reports ◽  
Comprehensive Theory ◽  
Natural Beauty ◽  
Antecedents And Consequences

As our lives become increasingly dominated by mediated experiences, presence scholars have noted that an increasing number of these mediated experiences evoke (tele)-presence, perceptions that ignore or misconstrue the role of the medium in the experience. In this paper we explore an interesting countertrend that seems to be occurring as well. In a variety of contexts, people are experiencing not an illusion that a mediated experience is in fact nonmediated, but the illusion that a nonmediated “real” experience is mediated. Drawing on news reports and an online survey, we identify 3 categories of this “illusion of mediation”: positive (when people perceive natural beauty as mediated), negative (when people perceive a disaster, crime, or other tragedy such as the events of September 11, 2001, as mediated), and unusual (when close connections between people's “real life” activities and mediated experiences lead them to confuse the former with the latter). We label this phenomenon inverse presence and consider its place and value in a comprehensive theory of presence, its possible antecedents and consequences, and what it suggests about the nature of our lives in the 21st century.

Bridging the gap between interpersonal thought and action in early adolescence: The role of psychodynamic processes

1989 ◽  
Vol 1 (2) ◽  
pp. 133-152 ◽  
Author(s):  
Lynn Hickey Schultz ◽  
Robert L. Selman
Keyword(s):  
Defense Mechanisms ◽  
Object Representation ◽  
Real Life ◽  
Main Hypothesis ◽  
Relative Level ◽  
Negotiation Strategies ◽  
Action Mechanisms ◽  
Urban Public School ◽  
Developmental Analysis

AbstractThis study examines the relations among style and development level of four interpersonal and intrapsychic processes: interpersonal thought, self-reported interpersonal action, mechanisms of defense, and object representation. Subjects were 25 girls and 25 boys from the eighth grade of an urban public school System. All four constructs were measured along developmental and stylistic dimensions. Both interpersonal thought and self-reported action processes were measured with the hypothetical and real-life interpersonal negotiation strategies interviews of Selman and colleagues. Defensive process was measured with a questionnaire revised to include Vaillant's developmental analysis of defense mechanisms as well as assessment of style of defense (internalizing vs. externalizing). Object representation style and level were measured with constructs and instruments of Blatt and colleagues. The results supported the main hypothesis: Levels of defense mechanisms and object representation independently predicted level of self-reported interpersonal action, even when controlling for level of interpersonal thought (which also predicted action). This suggests that if there are gaps between interpersonal thought and action levels, the relative level of maturity of psychodynamic processes helps explain action level. In contrast, there were few relationships among the stylistic components of the four constructs, although each style construct was related to its associated level construct. Contrary to hypotheses, no gender differences were found on any of the composited level or style variables. The study suggests operational links between structural-developmental and psychodynamic aspects of personality.

scholarly journals The Role of Steps and Game Elements in Gamified Fitness Tracker Apps: A Systematic Review

2021 ◽  
Vol 5 (2) ◽  
pp. 5
Author(s):  
Aatish Neupane ◽  
Derek Hansen ◽  
Jerry Alan Fails ◽  
Anud Sharma
Keyword(s):  
Social Influence ◽  
Design Space ◽  
Real Life ◽  
Network Clustering ◽  
And Performance ◽  
Fitness Tracker ◽  
Game Elements ◽  
The Relationship ◽  
Contingent Rewards

This article reviews 103 gamified fitness tracker apps (Android and iOS) that incorporate step count data into gameplay. Games are labeled with a set of 13 game elements as well as meta-data from the app stores (e.g., avg rating, number of reviews). Network clustering and visualizations are used to identify the relationship between game elements that occur in the same games. A taxonomy of how steps are used as rewards is provided, along with example games. An existing taxonomy of how games use currency is also mapped to step-based games. We show that many games use the triad of Social Influence, Competition, and Challenges, with Social Influence being the most common game element. We also identify holes in the design space, such as games that include a Plot element (e.g., Collaboration and Plot only co-occur in one game). Games that use Real-Life Incentives (e.g., allow you to translate steps into dollars or discounts) were surprisingly common, but relatively simple in their gameplay. We differentiate between task-contingent rewards (including completion-contingent and engagement-contingent) and performance-contingent rewards, illustrating the differences with fitness apps. We also demonstrate the value of treating steps as currency by mapping an existing currency-based taxonomy onto step-based games and providing illustrations of nine different categories.

Study from Korea shows strong CSR policies significantly increase job seekers' application intentions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Real Life ◽  
Value Congruence ◽  
Job Applicants ◽  
Job Seekers ◽  
Content Type ◽  
Mediated Moderation ◽  
Mediating Role ◽  
Corporate Social ◽  
The Relationship

Purpose This study investigated how and when corporate social responsibility (CSR) fosters job seekers’ application intentions. The authors used a “mediated moderation mode” to explore the positive effect of CSR on job seekers’ intention to apply. They considered the moderating role of applicants’ calling and the mediating role of value congruence in the relationship between the person and organization. Design/methodology/approach To test their hypotheses the authors developed a questionnaire and sent it to a sample of 259 college students with a mean age of 22.67 in South Korea. All were either prospective or current job seekers and 55.2pc were female. Two scenarios were developed based on the real-life case of a well-known coffee franchise’s CSR policies. The scenarios were identical except that one had more proactive CSR policies. Findings Results showed that a company’s proactive CSR programs increase job seekers’ intention to apply, which was moderated by their “calling” for the job. The research also demonstrated that “value congruence” between the applicant and the organization fully mediated the interaction between CSR and calling. The results, the authors said, suggested that engaging in active CSR could attract job applicants, providing a potential competitive advantage. Originality/value The authors said their study contributed to the literature as it took the job seeker’s perspective whereas most previous research on calling focused on employees. They said it was the first study to empirically demonstrate the interaction between a sense of calling and CSR.

scholarly journals Who is Portrayed in Second Life: Dr. Jekyll or Mr. Hyde? The Extent of Congruence Between Real Life and Virtual Identity

2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Bernadett Koles ◽  
Peter Nagy
Keyword(s):  
Second Life ◽  
Real Life ◽  
Physical World ◽  
Social Environments ◽  
Individual Level ◽  
Virtual Identity ◽  
Digital Environments ◽  
The Impact ◽  
Public Self Consciousness

Virtual social environments opened the door to individual experiences that may not be feasible or possible in real physical settings; in turn bringing to question the applicability of certain more traditional theories to digital environments. Addressing some of this gap in the available literature, in the current study, we compare virtual and real life identities simultaneously, as well as explore the impact of selfconsciousness on virtual identity. Our results indicate that while some of the overall trends are similar between identities constructed in the physical world and those constructed in virtual settings, different identity elements and dimensions tend to be emphasized to different degrees. Furthermore, we find evidence for the role of private in addition to public self-consciousness as influencing virtual existence. In other words, in addition to the general emphasis concerning the  role of socially influenced external elements in the formulation of virtual identities, the current study highlights the importance of more internalized and  individual level attitudes and perceptions, including one’s inner thoughts, emotions, and perspectives. Implications and future directions are discussed.

The Role of Simulation in the Learning of Surgical Skills

2013 ◽  
Vol 95 (9) ◽  
pp. 292-295 ◽  
Author(s):  
Daniel Brown
Keyword(s):  
Life Events ◽  
Real Life ◽  
Surgical Skills ◽  
Immediate Feedback

Many authors have published theories regarding the learning of practical (surgical) skills. Table 1 contains a useful summary of these theories. Simulation has been defined by Allery et al as 'a structured activity designed to reflect reality, real life and real situations',1 and good simulation has been defined by Gorman et al as 'represent [ing] simplified reality, free from the need to include every possible detail'.2 when discussing simulation in education, issenberg, et al stated: 'Simulations are not identical to real-life events. Instead simulations place trainees into lifelike situations that provide immediate feedback about questions, decisions and actions.'3

scholarly journals Sustainable education in Russia

2020 ◽  
Vol 208 ◽  
pp. 09032
Author(s):  
Yuliya Masalova
Keyword(s):  
Sustainable Development ◽  
Professional Education ◽  
Traditional Approach ◽  
Real Life ◽  
Modern World ◽  
Russian Higher Education ◽  
Key Factor ◽  
Integral Element ◽  
Higher Professional Education

In the modern world, many countries recognize that education should act in the interests and for the benefit of the ideas of sustainable development. At the same time, sustainable development itself becomes an integral element of quality education and its key factor. In Russia, the “national strategy of education for sustainable development” has been formed, which provides for a reorientation from ensuring that students have certain knowledge to the ability to analyse real problems and find possible solutions for them. At the same time, the traditional approach to teaching based on the study of specific subjects remains, but it is important to ensure that each student is able to carry out an interdisciplinary analysis of real-life situations. Currently, a project on “Key areas of development of Russian education for achieving the goals and objectives of sustainable development in the education system” until 2035 has been developed and published, which contains indicators that allow us to assess the achievement of the goals set out in it. However, this document hardly presents the level of higher professional education and its contribution to sustainable development. The article will examine the role of Russian higher education in the concept of sustainable development.

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