scholarly journals Introduction

2020 ◽  
Vol 3 (3) ◽  
pp. 401-402
Author(s):  
Charles Hirschkind
Keyword(s):  
Special Section ◽  
Religious Life ◽  
Embodied Learning ◽  
Islamic Tradition ◽  
Learning Contexts ◽  
Starting Point ◽  
Key Concepts ◽  
Religious Lives

Abstract In the lead essay to this special section, Talal Asad explores some of the avenues opened up by Wittgenstein's work for students of religion. Highlighting some of the philosopher's key insights on the life of language, Asad argues that, instead of taking the opposition between belief and practice as a starting point, scholars should attend to the variety of ways language comes to be used in contexts of embodied learning, contexts wherein the abilities and aptitudes germane to religious life are developed and honed. Turning his focus to what Wittgenstein called the “grammar” of such key concepts as conviction, persuasion, and critique, Asad points to some of the ways that our secular understandings of these notions are inadequate for grasping their place within religious lives. In the latter part of the essay, Asad brings a Wittgensteinian perspective to bear on a key debate within the Islamic tradition concerning the “rationality” of divine speech. The article is followed by five commentaries that take up and expand on different themes found in Asad's essay and developed elsewhere in his work.

scholarly journals Chaos, Complexity, and Contingency Theories: A Comparative Analysis and Application to the 21st Century Organization

2020 ◽  
Vol 9 (1) ◽  
pp. 44
Author(s):  
Franklin M. Lartey
Keyword(s):  
Complexity Theory ◽  
21St Century ◽  
Chaos Theory ◽  
Self Organization ◽  
Organizational Leaders ◽  
Unexpected Events ◽  
Regulatory Changes ◽  
Starting Point ◽  
Key Concepts ◽  
Organizational Purpose

Organizations in the 21st century deal with constant changes such as globalization, technological evolutions, regulatory changes, competition, and other unexpected events, among others. These challenges can be viewed and addressed through the lenses of contemporary theories. This paper selected three contemporary theories namely chaos, complexity, and contingency theories, and presented their foundations and characteristics by comparing and contrasting their key concepts. These concepts include nonlinearity, feedback, bifurcation, strange attractors, fractals, and self-organization for chaos theory; nonlinearity, dynamism, feedback, self-organization, emergence, and adaptability for complexity theory; and adaptation, equifinality, effectiveness, and congruency for contingency theory. Examples of studies and organizational applications of these theories were provided, and implications for scholars and organizational leaders were discussed. By explaining notions such as how the capacity of a system could be greater than the sum of the capacities of its subunits, this paper can act as a starting point for anyone seeking to understand the three theories or use them for research or organizational purpose.

scholarly journals Introducing students to neural communication: an embodied-learning classroom demonstration

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
B. D. M. Hatin
Keyword(s):  
Active Learning ◽  
Action Potentials ◽  
Embodied Learning ◽  
Neural Communication ◽  
Learning Techniques ◽  
Key Concepts ◽  
Active Learning Method ◽  
Receptor Action ◽  
Science Educators ◽  
The University

AbstractLearning about neural communication can be a dry and challenging undertaking, particularly for students without a background in biology. To enhance learning of this and other STEM material, there has been a call for science educators to embrace the use of active learning techniques. The aim of this Brief Communication is to encourage the use of embodied metaphors in the university classroom by sharing an active learning method for introducing students to a number of key concepts in neural communication. The students work in pairs or small groups, using foam projectiles such as Nerf guns to work through several metaphors for electrical and chemical processes including action potentials, neurotransmission and receptor action, excitatory and inhibitory post-synaptic potentials and neurotransmitter inactivation. The activities are easy to stage and lend themselves well to customisation based on available class size, classroom space, and resources. Student feedback showed that the activities improved self-reported impressions of understanding and ability to convey key concepts to others. The activities thus can serve as a useful method of student engagement and help develop understanding of complex material in a neuroscience classroom.

Demokracja jako praktyka codziennego życia w przedszkolu. Z doświadczeń nauczycielek

2016 ◽  
Vol 35 (4) ◽  
pp. 28-38
Author(s):  
Katarzyna Gawlicz
Keyword(s):  
Classroom Management ◽  
Democratic Practice ◽  
Starting Point ◽  
Management Technology ◽  
Key Concepts

The aim of this article is to explore the practical meaning of John Dewey’s claim that democracy has to be continuously recreated, by applying it to the preschool context. It takes its starting point in the notion of everyday democracy and, drawing on interviews with teachers who attempt to work democratically, points to the main challenges that arise in the course of this process. They include the need to constantly redefine the key concepts of freedom and equality, to confront and reconstruct the notions of the child and the teacher, and to avoid the risk of an instrumental use of seemingly democratic practice as classroom management technology.

scholarly journals What can bodies do? Reading Spinoza for an affective ethics of organizational life

Organization ◽  
2014 ◽  
Vol 22 (2) ◽  
pp. 235-250 ◽  
Author(s):  
Torkild Thanem ◽  
Louise Wallenberg
Keyword(s):  
Theory And Practice ◽  
The Other ◽  
Moral Rule ◽  
Organizational Life ◽  
Organization Studies ◽  
Starting Point ◽  
Key Concepts ◽  
Rule System ◽  
Ethics Of Recognition

Recent attempts to develop an embodied understanding of ethics in organizations have tended to mobilize a Levinasian and ‘im/possible’ ethics of recognition, which separates ethics and embodiment from politics and organization. We argue that this separation is unrealistic, unsustainable, and an unhelpful starting point for an embodied ethics of organizations. Instead of rescuing and modifying the ethics of recognition, we propose an embodied ethics of organizational life through Spinoza’s affective ethics. Neither a moral rule system nor an infinite duty to recognize the other, Spinoza offers a theory of the good, powerful and joyful life by asking what bodies can do. Rather than an unrestrained, irresponsible and individualistic quest for power and freedom, this suggests that we enhance our capacities to affect and be affected by relating to a variety of different bodies. We first scrutinize recent attempts to develop an ethics of recognition and embodiment in organization studies. We then explore key concepts and central arguments of Spinozian ethics. Finally, we discuss what a Spinozian ethics means for the theory and practice of embodied ethics in organizational life.

scholarly journals Pigments—Lead-based whites, reds, yellows and oranges and their alteration phases

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Elisabetta Gliozzo ◽  
Corina Ionescu
Keyword(s):  
State Of The Art ◽  
Degradation Products ◽  
Raw Materials ◽  
Lead Chromate ◽  
Lead White ◽  
Mineral Phases ◽  
Starting Point ◽  
Key Concepts ◽  
Red Lead ◽  
Insight Into

AbstractThis review summarises the state-of-the-art of lead-based pigment studies, addressing their production, trade, use and possible alteration. Other issues, such as those related to the investigation and protection of artworks bearing lead-based pigments are also presented. The focus is mineralogical, as both raw materials and degradation products are mineral phases occurring in nature (except for very few cases). The minerals described are abellaite, anglesite, blixite, caledonite, challacolloite, cerussite, cotunnite, crocoite, galena, grootfonteinite, hydrocerussite, laurionite, leadhillite, litharge, macphersonite, massicot, mimetite, minium, palmierite, phosgenite, plattnerite, plumbonacrite, schulténite, scrutinyite, somersetite, susannite, vanadinite and an unnamed phase (PbMg(CO3)2). The pigments discussed are lead white, red lead, litharge, massicot, lead-tin yellow, lead-tin-antimony yellow, lead-chromate yellow and Naples yellow. An attempt is made to describe the history, technology and alteration of these pigments in the most complete manner possible, despite the topic's evident breadth. Finally, an insight into the analytical methods that can (and should) be used for accurate archaeometric investigations and a summary of key concepts conclude this review, along with a further list of references for use as a starting point for further research.

scholarly journals Introduction: Towards an Ethics of Gesture

2017 ◽  
Vol 3 (1) ◽  
pp. 4 ◽  
Author(s):  
Lucia Ruprecht
Keyword(s):  
Special Section ◽  
Human Beings ◽  
Giorgio Agamben ◽  
Time And Space ◽  
Philosophical Reflection ◽  
Race And Class ◽  
Starting Point ◽  
Forward Looking

The introduction to this special section of Performance Philosophy takes Giorgio Agamben�s remarks about the mediality and potentiality of gesture as a starting point to rethink gesture�s nexus with ethics. Shifting the emphasis from philosophical reflection to corporeal practice, it defines gestural ethics as an acting-otherwise which comes into being in the particularities of singular gestural practice, its forms, kinetic qualities, temporal displacements and calls for response. Gestural acting-otherwise is illustrated in a number of ways: We might talk of a gestural ethics when gesturality becomes an object for dedicated analytical exploration and reflection on sites where it is not taken for granted, but exhibited, on stage or on screen, in its mediality, in the ways it quotes, signifies and departs from signification, but also in the ways in which it follows a forward-looking agenda driven by adaptability and inventiveness. It interrupts or modifies operative continua that might be geared towards violence; it appears in situations that are suspended between the possibility of malfunction and the potential of room for play; and it emerges in the ways in which gestures act on their own implication in the signifying structures of gender, sexuality, race, and class, on how these structures play out relationally across time and space, and between historically and locally situated human beings.

scholarly journals Key Concepts for assessing claims about treatment effects and making well-informed treatment choices

F1000Research ◽  
2018 ◽  
Vol 7 ◽  
pp. 1784 ◽  
Author(s):  
Andrew David Oxman ◽  
Iain Chalmers ◽  
Astrid Austvoll-Dahlgren ◽  
Keyword(s):  
Health Professionals ◽  
Treatment Choices ◽  
The Public ◽  
Interactive Applications ◽  
Starting Point ◽  
Key Concepts ◽  
Health Choices ◽  
Informed Treatment ◽  
Treatment Comparisons ◽  
Treatment Claims

Background:The Informed Health Choices (IHC) Key Concepts are standards for judgement, or principles for evaluating the trustworthiness of treatment claims and treatment comparisons (evidence) used to support claims, and for making treatment choices. The list of concepts provides a framework, or starting point, for teachers, journalists and other intermediaries for identifying and developing resources (such as longer explanations, examples, games and interactive applications) to help people to understand and apply the concepts. The first version of the list was published in 2015 and has been updated yearly since then. We report here the changes that have been made from when the list was first published up to the current (2018) version.Methods:We developed the IHC Key Concepts by searching the literature and checklists written for the public, journalists, and health professionals; and by considering concepts related to assessing the certainty of evidence about the effects of treatments. We have revised the Key Concepts yearly, based on feedback and suggestions; and learning from using the IHC Key Concepts, other relevant frameworks, and adaptation of the IHC Key Concepts to other types of interventions besides treatments.Results:We have made many changes since the Key Concepts were first published in 2015. There are now 44 Key Concepts compared to the original 32; the concepts have been reorganised from six to three groups; we have added higher-level concepts in each of those groups; we have added short titles; and we have made changes to many of the concepts.Conclusions:We will continue to revise the IHC Key Concepts in response to feedback. Although we and others have found them helpful since they were first published, we anticipate that there are still ways in which they can be further improved. We welcome suggestions for how to do this.

Gendering Institutional Change

2017 ◽  
Author(s):  
Georgina Waylen
Keyword(s):  
Institutional Change ◽  
Gender Equity ◽  
Institutional Analysis ◽  
Analytical Framework ◽  
Informal Institutions ◽  
Historical Institutionalism ◽  
Gender And Politics ◽  
Starting Point ◽  
Key Concepts

Many institutionalist scholars—historical institutionalists in particular—have recognized for some time that our understanding of institutional change needs to be improved. Taking this premise as a starting point, this article develops it by arguing that we not only need to understand institutional change better but that we also need to improve our understanding of how it is gendered. The chapter combines key elements from institutional analysis with recent gender and politics scholarship. This combination will form an analytical framework that can be used to examine how different instances of institutional change are gendered, highlighting, for example, the importance of some key concepts such as informal institutions and their role in either promoting or stymieing attempts to promote institutional change. After exploring the gaps in many current gender and politics analyses such as their capacity to explain many instances of institutional change, the paper charts the development of key insights on institutional change from both historical institutionalism and feminist institutionalism. It delineates different forms of institutional change and develops some key themes for each one that might enable us to better understand, not only how each is gendered, but also how far each form might be used by change actors as a gender equity strategy.

scholarly journals Introduction

Focaal ◽  
2009 ◽  
Vol 2009 (53) ◽  
pp. 3-19 ◽  
Author(s):  
Jill Owczarzak
Keyword(s):  
Social Science ◽  
Eastern Europe ◽  
Central And Eastern Europe ◽  
Science Studies ◽  
Special Section ◽  
Postcolonial Studies ◽  
Gender And Sexuality ◽  
Key Concepts ◽  
East And West ◽  
East West

The introduction to this special section explores the ways in which postcolonial studies contribute a deeper understanding of postsocialist change in Central and Eastern Europe. Since the collapse of socialism, anthropological and other social science studies of Eastern Europe have highlighted deep divides between “East” and “West” and drawn attention to the ways in which socialist practices persist into the postsocialist period. We seek to move beyond discourses of the East/West divide by examining the postsocialist context through the lens of postcolonial studies. We look at four aspects of postcolonial studies and explore their relevance for understanding postsocialist Eastern Europe: orientalism, nation and identity, hybridity, and voice. These themes are particular salient from the perspective of gender and sexuality, key concepts through which both postcolonialism and postsocialism can be understood. We thus pay particular attention to the exchange of ideas between East/West, local/global, and national/international arenas.

scholarly journals Key Concepts for assessing claims about treatment effects and making well-informed treatment choices

F1000Research ◽  
2019 ◽  
Vol 7 ◽  
pp. 1784 ◽  
Author(s):  
Andrew David Oxman ◽  
Iain Chalmers ◽  
Astrid Austvoll-Dahlgren ◽  
Keyword(s):  
Health Professionals ◽  
Treatment Choices ◽  
The Public ◽  
Interactive Applications ◽  
Starting Point ◽  
Key Concepts ◽  
Health Choices ◽  
Informed Treatment ◽  
Treatment Comparisons ◽  
Treatment Claims

Background: The Informed Health Choices (IHC) Key Concepts are standards for judgement, or principles for evaluating the trustworthiness of treatment claims and treatment comparisons (evidence) used to support claims, and for making treatment choices. The list of concepts provides a framework, or starting point, for teachers, journalists and other intermediaries for identifying and developing resources (such as longer explanations, examples, games and interactive applications) to help people to understand and apply the concepts. The first version of the list was published in 2015 and has been updated yearly since then. We report here the changes that have been made from when the list was first published up to the current (2018) version.Methods: We developed the IHC Key Concepts by searching the literature and checklists written for the public, journalists, and health professionals; and by considering concepts related to assessing the certainty of evidence about the effects of treatments. We have revised the Key Concepts yearly, based on feedback and suggestions; and learning from using the IHC Key Concepts, other relevant frameworks, and adaptation of the IHC Key Concepts to other types of interventions besides treatments.Results: We have made many changes since the Key Concepts were first published in 2015. There are now 44 Key Concepts compared to the original 32; the concepts have been reorganised from six to three groups; we have added higher-level concepts in each of those groups; we have added short titles; and we have made changes to many of the concepts.Conclusions: The IHC Key Concepts have proven useful in designing learning resources, evaluating them, and organising them. We will continue to revise the IHC Key Concepts in response to feedback. We welcome suggestions for how to do this.

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