Developing Smart Experiences

2022 ◽  
pp. 239-254
Author(s):  
Abbie-Gayle Johnson
Keyword(s):  
Public Discourse ◽  
Theoretical Perspective ◽  
Stakeholder Involvement ◽  
Planning And Management ◽  
Theoretical Perspectives ◽  
Management Processes ◽  
Smart Tourism ◽  
Empirical Investigations

Studies have drawn on single theoretical perspectives to examine smart experiences; however, this chapter proposes a multi-theoretical perspective for understanding the development of smart experiences. This is an alternate perspective to exploring the planning and management processes that precede the formation of smart initiatives. Different theoretical perspectives, focused on stakeholder involvement, are drawn upon to understand the engagement in developing smart experiences. This development has created various smart experiences, which was possible due to core collaboration components and varying factors. The chapter calls for empirical investigations into smart tourism through the lens of tourism collaboration to deepen understanding of this development. Practitioners can also benefit from using this perspective, as it provides insights useful for developing smart experiences at the destination level, which is currently lacking in public discourse.

Family Theoretical Perspectives and Implications for Nursing Practice

1991 ◽  
Vol 2 (2) ◽  
pp. 210-219 ◽  
Author(s):  
Ruth E. McShane
Keyword(s):  
Health Care ◽  
Acute Care ◽  
Social Exchange ◽  
Family Relationships ◽  
Health Care Professionals ◽  
Nursing Practice ◽  
Theoretical Perspective ◽  
Theoretical Frameworks ◽  
Theoretical Perspectives ◽  
The Family

Health care professionals have focused for the most part on individuals within families as they provide care in acute care settings. The lack of a theoretical perspective to permit observing the family as a unit with interacting parts has contributed to this practice. This article presents an overview of trends and of four theoretical frameworks that have contributed to family practice and research, both for other disciplines and for nursing. Symbolic interactionism, systems, developmental, and social exchange theories are promising frameworks for considering family relationships now and into the future. The purpose, major concepts, and implications for nursing practice of each theory are presented

scholarly journals A integração de recursos digitais em práticas de ensino e aprendizagem – uma perspectiva teórica apresentada no grupo WG4 durante a Conferência Internacional Re(s) sources 2018 – Lyon, FrançaThe integration of digital resources into teaching and learning practices – a theoretical perspective presented in the WG4 group during Conference International Re(s)sources 2018 - Lyon, French

2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Danilo Dos Santos Christo ◽  
Sonia Barbosa Camargo Igliori
Keyword(s):  
Working Group ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Instrumental Genesis ◽  
Digital Resources ◽  
Collective Work ◽  
Group 4 ◽  
Learning Practices ◽  
Theoretical Perspectives ◽  
Teachers And Students

Este pôster apresenta a contribuição do Grupo de Trabalho 4 (WG 4): Transições para recursos digitais: mudança, invariância e orquestração, na conferência internacional Re(s)sources 2018 Conference - Compreendendo o Trabalho dos Professores Por Meio de Suas Interações Com Recursos para o Ensino - realizada entre os dias 28 e 30 de maio no Instituto Francês de Educação em Lyon, França. A apresentação, discussão e o trabalho coletivo desse grupo abordaram tópicos específicos relacionados com recursos digitais que se tornaram parte importante dos sistemas de recursos dos professores e alunos. A integração de recursos digitais em práticas de ensino e aprendizagem levanta muitas questões para professores e educadores. O Grupo de Trabalho WG4 buscou responder essas questões a partir de perspectivas teóricas, incluindo gênese instrumental, orquestração instrumental e gênese documental. Para esse pôster focamos as contribuições que o Grupo de Trabalho 4 (WG4), no qual os autores deste pôster estiveram participando das discussões sobre as pesquisas apresentadas referentes aos conceitos de recurso e documento na Gênese Documental de Gueudet e Trouche.ResumenEste post presenta la contribución del Grupo de Trabajo 4 (WG4): Transiciones a recursos digitales: cambio, invariancia y orquestación, en la conferencia internacional Re(s)sources 2018 Conference - Entendiendo el trabajo de los profesores por medio de sus interacciones con recursos la Enseñanza - realizada entre los días 28 y 30 de mayo en el Instituto Francés de Educación en Lyon, Francia. La presentación, discusión y el trabajo colectivo de este grupo abordaron temas específicos relacionados con recursos digitales que se convirtieron en parte importante de los sistemas de recursos de los profesores y alumnos. La integración de recursos digitales en prácticas de enseñanza y aprendizaje plantea muchas cuestiones para profesores y educadores. El Grupo de Trabajo WG4 buscó responder estas cuestiones a partir de perspectivas teóricas, incluyendo génesis instrumental, orquestación instrumental y génesis documental. Para este póster enfocamos las contribuciones que el Grupo de Trabajo 4 (GT4), en el cual los autores de este póster estuvieron participando en las discusiones sobre las investigaciones presentadas referentes a los conceptos de recurso y documento en el Génesis Documental de Gueudet y Trouche.Résumé Cette affiche présente la contribution du Groupe de travail 4 (WG4): Transitions aux ressources numériques: changement, invariance et orchestration, à la conférence internationale Re(s)sources Conférence 2018 - Comprendre le travail des enseignants à travers leurs interactions avec les ressources pour o Enseignement - tenu entre le 28 et le 30 mai à l'Institut Français de l'Education à Lyon, France. La présentation, la discussion et le travail collectif de ce groupe ont porté sur des sujets spécifiques liés aux ressources numériques qui sont devenues une partie importante des systèmes de ressources des enseignants et des étudiants. L'intégration des ressources numériques dans les pratiques d'enseignement et d'apprentissage soulève de nombreuses questions pour les enseignants et les éducateurs. Le groupe de travail WG4 a cherché à répondre à ces questions à partir de perspectives théoriques, y compris la genèse instrumentale, l'orchestration instrumentale et la genèse documentaire. Pour cette affiche, nous mettons l'accent sur les contributions du Groupe de Travail 4 (WG4), dans lequel les auteurs de cette affiche participaient aux discussions sur les recherches présentées sur les concepts de ressource et de document dans la Genèse documentaire de Gueudet et Trouche. AbstractThis poster presents the contribution of Working Group 4 (WG4): Transitions to digital resources: change, invariance and orchestration, at the international conference Re(s)sources 2018 Conference - Understanding Teachers' Work Through Their Interactions with Resources for o Teaching - held between the 28th and 30th of May at the French Institute of Education in Lyon, France. The presentation, discussion and collective work of this group addressed specific topics related to digital resources that have become an important part of the resource systems of teachers and students. The integration of digital resources into teaching and learning practices raises many questions for teachers and educators. The Working Group WG4 sought to answer these questions from theoretical perspectives, including instrumental genesis, instrumental orchestration and documentary genesis. For this poster, we focus on the contributions of Working Group 4 (WG4), in which the authors of this poster were participating in the discussions on the researches presented regarding the concepts of resource and document in the Documentary Genesis of Gueudet and Trouche.

Do my eyes deceive me?: “Acts of Sight” in Naomi Iizuka’s Polaroid Stories, Concerning Strange Devices From the Distant West, War of the Worlds, and Good Kids

2018 ◽  
Author(s):  
◽  
Carrie Winship
Keyword(s):  
Theoretical Perspective ◽  
Visual Media ◽  
Concrete Element ◽  
Cultural Experience ◽  
University Of Missouri ◽  
Theoretical Perspectives ◽  
Linguistic Strategies ◽  
Constant State ◽  
Material Bodies ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Do My Eyes Deceive Me?: Acts of Sight in Naomi Iizuka's Polaroid Stories, Concerning Strange Devices from the Distant West, War of the Worlds, and Good Kids explores the postdramatic and open aesthetic of contemporary playwright, Naomi Iizuka. Through critical and close reading, I identify and analyze Naomi Iizuka's repeated staging of "acts of sight" as a dramaturgical device in four of her plays and examine these stagings within the context of Iizuka's broader interest in writing plays that dismantle essentialist concepts of identity and authenticity. I define “acts of sight” as moments in Iizuka's narratives that call attention to the process of witness in her dramatic textsâ€"through the reference and use of visual media, direct discussion or theatricalization of sight as a physiological and cultural experience, or a number of discursive and linguistic strategies that focus on the editorializing nature of vision, observation, and sight. The plays explored in this study utilize “acts of sight” which explicitly and visually demonstrate a postmodern theoretical perspective that rejects concepts of being (where entities are defined by their static categorizations) and argue instead for concepts of becoming (where material bodies are in a constant state of flux and movement). Through the stagings of these “acts of sight,” Naomi Iizuka invites audiences to deconstruct commonly accepted concepts of identity, which are rooted in essentialist philosophies, as her formal techniques challenge assumptions of identity as a fixed, binary, or concrete element of one’s life. I argue that this particular dramaturgical device makes each of these plays worthy of consideration as embodied theoretical perspectives and texts that demonstrate Iizuka’s significance as an architect of anti-essentialist theory and artistry.

Part I The General Part, 2 Comparative and Theoretical Perspectives

2017 ◽  
Author(s):  
McMeel Gerard
Keyword(s):  
Theoretical Perspective ◽  
Relevant Literature ◽  
Civil Law ◽  
Contract Law ◽  
Future Developments ◽  
Theoretical Perspectives ◽  
Subjective Theory ◽  
Recent Developments ◽  
General Part ◽  
Admissible Evidence

This chapter first considers civil law jurisdictions and various international legal instruments and their approach to the construction of contracts. In particular, the chapter focuses on the objective/subjective debate and the admissible evidence. It then looks at the international restatements of contract law, which are committed to a subjective theory of contract, such as is found in civil law countries. Next, the chapter considers a more theoretical perspective in the topic of contractual interpretation, and introduces the relevant literature to that effect. Such wider perspectives have been a source of recent developments—and may continue to be the source of future developments—in this field.

Clinical Supervision in Child Protection Practice: A Review of the Literature

2019 ◽  
pp. 152483801987569 ◽  
Author(s):  
George Karpetis
Keyword(s):  
Clinical Supervision ◽  
Child Protection ◽  
Theoretical Perspective ◽  
Journal Articles ◽  
Internal Factors ◽  
Theoretical Perspectives ◽  
Depth Analysis ◽  
Supervision Practices ◽  
The Impact ◽  
Supervision Outcomes

Aiming to identify the mechanisms generating positive clinical supervision outcomes in child protection, this narrative review provides an in-depth analysis of the theories underpinning clinical supervision in the latest child protection literature. The conceptual analysis of 28 peer-reviewed journal articles highlighted the presence of the psychodynamic, managerialist, critical, behavioral, systemic, humanistic, and eclectic theoretical perspectives. Implicit theoretical eclecticism permeated most of the publications examined. This eclecticism resulted in confusing child protection practices as different theories require different practice techniques and result in different practice outcomes. The study found that half of the publications exclusively adopted the critical and managerialist theoretical perspectives that undervalue the impact of internal factors in the behaviors of families and practitioners. Despite the fact that all the publications acknowledged the centrality of emotions in supervision, only the psychodynamic theoretical perspective elaborated on the precise process through which emotions are conceptualized in clinical supervision. Because most of the publications neither identified the operationalization process nor evaluated any clinical supervision outcomes, questions arise about the theoretical robustness and essentially the effectiveness of child protection practice itself. Therefore, a need emerges for case studies to explore the process through which theory-bound clinical supervision practices generate effective child protection outcomes.

scholarly journals Learning that Reflects the Living: Aligning Anticipation and Edusemiotics

2017 ◽  
Vol 8 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Cary Campbell
Keyword(s):  
Theoretical Perspective ◽  
Theoretical Biology ◽  
Final Analysis ◽  
Middle Way ◽  
Systems Research ◽  
Theoretical Perspectives ◽  
Inanimate Matter ◽  
Living Organisms ◽  
Anticipatory Systems ◽  
Emergence Of Life

Joining educational philosophy with theoretical biology has come to form an important part of the growing edusemiotic movement. Edusemiotics has followed the example of biosemiotics (the understanding that the emergence of life is coextensive with the emergence of semiosis) to describe the process of learning itself as being coextensive with semiosis (or, sign-action). Following this recent turn in scholarship this paper argues for a perspective of learning rooted in the dynamics of the living. By ‘living’, I am referring to the integrated dynamics of reaction and anticipation that is definitional of living organisms, as distinguished from (non-living) inanimate matter. This calls for a theoretical perspective that transcends the realist/idealist divides often inherent in educational theory; offering a possible middle way between the constructivist emphasis on mind dependent reality, and the positivist emphasis on mind independent reality. Such a theoretical approach must be able to account for interactions in states of becoming, and thus calls for a broader causality than reductionist methods or computationalist accounts allow. To approach this re-conceptualization, I attempt to explore the combined relevance of two theoretical perspectives --- anticipatory biology, and the edusemiotic understanding of learning-as-semiosis. To address how anticipatory systems research from biology can be applied to learning theory, I first explore Nadin and Rosen’s notion of (Gödelian) G-complexity, and how this contributes to an understanding of the living as complex. Secondly, I address Peirce's notion of semiosis as it is embedded in his categorical system and overarching cosmology. In conclusion, I consider the confluences and differences between the concept of semiosis and the triadic relations that Peirce saw as fundamental to the origins of life, and the anticipatory processes that these theoretical biologists use to define living organisms, and examine how and if these two conceptions (taken in union) can potentially enrich theoretical accounts of learning. In this final analysis, the combined relevance of these two perspectives is applied to understanding the process of improvisation as an anticipatory/semiotic dynamic, to demonstrate the possible pedagogical relevance of this theoretical alignment

scholarly journals Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia

2019 ◽  
Vol 1 (1) ◽  
pp. 31-44
Author(s):  
Kamirsyah Wahyu ◽  
Dwi Ratnasari ◽  
Sofyan Mahfudy ◽  
Desventri Etmy
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Digital Technology ◽  
Exploratory Study ◽  
Theoretical Perspective ◽  
Task Design ◽  
Theoretical Perspectives ◽  
Teachers Professional Development ◽  
Point Of Departure

This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development[1]. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki & Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD[2]has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.   

scholarly journals Involvement of the cortico-basal ganglia-thalamo-cortical loop in developmental stuttering.

2019 ◽  
Author(s):  
Soo-Eun Chang ◽  
Frank H H Guenther
Keyword(s):  
Basal Ganglia ◽  
Neurodevelopmental Disorder ◽  
Theoretical Perspective ◽  
Modeling Framework ◽  
Potential Core ◽  
Axonal Projections ◽  
Theoretical Perspectives ◽  
Persistent Developmental Stuttering ◽  
Developmental Stuttering ◽  
The Brain

Stuttering is a complex neurodevelopmental disorder that has to date eluded a clear explication of its pathophysiological bases. In this review, we utilize the Directions Into Velocities of Articulators (DIVA) neurocomputational modeling framework to mechanistically interpret relevant findings from the behavioral and neurological literatures on stuttering. Within this theoretical framework, we propose that the primary impairment underlying stuttering behavior is malfunction in the cortico-basal ganglia-thalamocortical (hereafter, cortico-BG) loop that is responsible for initiating speech motor programs. This theoretical perspective predicts three possible loci of impaired neural processing within the cortico-BG loop that could lead to stuttering behaviors: impairment within the basal ganglia proper, impairment of axonal projections between cerebral cortex, basal ganglia, and thalamus, and impairment in cortical processing. These theoretical perspectives are presented in detail, followed by a review of empirical data that make reference to these three possibilities. We also highlight any differences that are present in the literature based on examining adults versus children, which give important insights into potential core deficits associated with stuttering versus compensatory changes that occur in the brain as a result of having stuttered for many years in the case of adults who stutter. We conclude with outstanding questions in the field and promising areas for future studies that have the potential to further advance mechanistic understanding of neural deficits underlying persistent developmental stuttering.

scholarly journals Involvement of the Cortico-Basal Ganglia-Thalamo-Cortical Loop in Developmental Stuttering

2019 ◽  
Author(s):  
Soo-Eun Chang ◽  
Frank H H Guenther
Keyword(s):  
Basal Ganglia ◽  
Neurodevelopmental Disorder ◽  
Theoretical Perspective ◽  
Modeling Framework ◽  
Potential Core ◽  
Axonal Projections ◽  
Theoretical Perspectives ◽  
Persistent Developmental Stuttering ◽  
Developmental Stuttering ◽  
The Brain

Stuttering is a complex neurodevelopmental disorder that has to date eluded a clear explication of its pathophysiological bases. In this review, we utilize the Directions Into Velocities of Articulators (DIVA) neurocomputational modeling framework to mechanistically interpret relevant findings from the behavioral and neurological literatures on stuttering. Within this theoretical framework, we propose that the primary impairment underlying stuttering behavior is malfunction in the cortico-basal ganglia-thalamocortical (hereafter, cortico-BG) loop that is responsible for initiating speech motor programs. This theoretical perspective predicts three possible loci of impaired neural processing within the cortico-BG loop that could lead to stuttering behaviors: impairment within the basal ganglia proper, impairment of axonal projections between cerebral cortex, basal ganglia, and thalamus, and impairment in cortical processing. These theoretical perspectives are presented in detail, followed by a review of empirical data that make reference to these three possibilities. We also highlight any differences that are present in the literature based on examining adults versus children, which give important insights into potential core deficits associated with stuttering versus compensatory changes that occur in the brain as a result of having stuttered for many years in the case of adults who stutter. We conclude with outstanding questions in the field and promising areas for future studies that have the potential to further advance mechanistic understanding of neural deficits underlying persistent developmental stuttering.

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