Exploratory Study of the Evolution of Microprocessors through a Performance Perspective

Some facets of making music are explored by combining arguments of Raffman's cognitivist explanation of ineffability with Merleau-Ponty's view of embodied perception. Behnke's approach to a phenomenology of playing a musical instrument serves as a further source. Focusing on the skilled performer-listener, several types of ineffable knowledge of performing music are identified: gesture feeling ineffability—the performer's sensorimotor knowledge of the gestures necessary to produce instrumental sounds is not exhaustively communicable via language; gesture nuance ineffability—the performer is aware of nuances of instrumental gestures, e.g., micro-variations of intensity or duration of musical gestures, but cannot perceptually, and consequently conceptually, categorize those fine-grained variations; and ineffabilities of inter-subjectivity—the non-verbal interaction between performers that makes a performance a vibrant dialogue is similarly incommunicable. An attempt to identify some of the ineffable dimensions of this dialogue is proposed. Further ineffabilities relating the acoustical embedding of performing are identified.

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An exploratory study of organizational learning from a performance measurement system: a grounded theory approach

Journal of Accounting & Organizational Change ◽

10.1108/jaoc.2011.31507aad.001 ◽

2011 ◽

Vol 7 (1) ◽

Author(s):

Joanne M. Lye

Keyword(s):

Grounded Theory ◽

Organizational Learning ◽

Performance Measurement ◽

Measurement System ◽

Exploratory Study ◽

Performance Measurement System ◽

Theory Approach ◽

System A ◽

Grounded Theory Approach ◽

A Performance

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DIRECTORS AT CHILEAN PUBLIC SCHOOLS SEEN FROM A PERFORMANCE FRAMEWORK

Cadernos de Pesquisa ◽

10.1590/198053146317 ◽

2019 ◽

Vol 49 (173) ◽

pp. 130-153

Author(s):

Nibaldo Benavides Moreno ◽

Sebastián Donoso-Díaz ◽

Daniel Reyes Araya

Keyword(s):

Public Schools ◽

School Leadership ◽

Exploratory Study ◽

Public Institutions ◽

Personal Resources ◽

Conventional Management ◽

Performance Framework ◽

Management Issues ◽

A Performance

Abstract Chile has promoted the development of managerial/pedagogical leadership. Consequently, it has introduced support and guidance instruments such as the Marco para la Buena Dirección y el Liderazgo Escolar [Framework for Good Leadership and School Leadership] (MBDLE). Opinions of directors from public institutions in the Maule region (Chile) were analyzed within the context of personal resources in their daily practices are arranged in this guiding axis. This is a qualitative exploratory study. The results agree that most of the directors use practices that coincide with these resources, steering their attention from more conventional management issues to the dimensions proposed in the framework, observing the need to improve some components of it.

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ERP Post-Implementation

Sociotechnical Enterprise Information Systems Design and Integration ◽

10.4018/978-1-4666-3664-4.ch005 ◽

2013 ◽

pp. 72-85

Author(s):

Eli Hustad ◽

Dag H. Olsen

Keyword(s):

Stress Level ◽

Exploratory Study ◽

High Stress ◽

General Level ◽

Erp Systems ◽

Erp System ◽

High Stress Level ◽

Retail Company ◽

A Performance

This exploratory study focuses on ERP post-implementation issues in Small-and-Medium-Sized Enterprises (SMEs). The authors conducted a case study in a small Norwegian retail company, which experienced a performance dip that lasted longer than expected. The case demonstrates how overwhelming the ERP competence requirements can be for an SME. Errors in the configuration of the ERP system and improper training led to frequent workarounds. The workarounds, in turn, led to significant problems and many errors in the database. This led to a general level of frustration with the system and a high stress level in the company. This study has implications for SMEs planning to implement ERP systems.

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A hospital clerkship program for dental students: an exploratory study

Journal of Dental Education ◽

10.1002/j.0022-0337.1969.33.2.tb00173.x ◽

1969 ◽

Vol 33 (2) ◽

pp. 224-229

Author(s):

EA Stuebner ◽

RP Johnson

Keyword(s):

Exploratory Study ◽

Dental Students

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First-year experience with a performance simulation system

Journal of Dental Education ◽

10.1002/j.0022-0337.1983.47.10.tb01720.x ◽

1983 ◽

Vol 47 (10) ◽

pp. 666-670

Author(s):

MA Boyd ◽

D Donaldson

Keyword(s):

Simulation System ◽

First Year Experience ◽

First Year ◽

Performance Simulation ◽

A Performance

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Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00164 ◽

2020 ◽

Vol 5 (1) ◽

pp. 119-130

Author(s):

Raúl Rojas ◽

Farzan Irani

Keyword(s):

Exploratory Study ◽

Evidence Base ◽

Medium Effect ◽

Bilingual Children ◽

Linear Regression Models ◽

Cross Sectional ◽

Total Percentage ◽

Narrative Production ◽

Language Measures ◽

Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

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