Bridging the epistemological gap

Despite Cognitive Translation Studies’ (CTS) interest in didactic applications, the actual impact of research on training programs has been modest in comparison with the advances made in terms of methodology, theoretical sophistication and expansion of the object of study. It is argued that the modest impact of CTS on training originates, on the one hand, in an epistemological problem – one of mild incommensurability – and, on the other, on the difficulty of developing realistic cognitive task models. Adopting constructs and models in CTS and didactics that share an embodied, extended view on cognition may contribute to fitting empirical data and describing skill development. To that end, a sketch of a template to develop translation task models is presented for discussion.

From Bricks to Clicks: How Digital Heritage Initiatives Create a New Ecosystem for Cultural Heritage and Collective Remembering

Cultural heritage institutions, such as museums, libraries, archives, and historical societies, are increasingly using digital heritage initiatives and social media platforms to connect and interact with their heritage communities. This creates a new memory ecosystem whereby heritage communities are invited to contribute, participate with, and share more of what they are interested in collectively remembering, rather than simply accepting the authoritative narratives of heritage institutions, which raises questions about what this means for cultural heritage writ large and whose versions of the past these heritage communities will hold onto as their digital inheritance. The primary contributions of this article are to provide both an extended view of the issue by building on several qualitative studies involving in-depth interviews and digital observations with eight cultural heritage communities over a five-year period and to better understand how their digital heritage initiatives are creating a new ecosystem for cultural heritage and collective remembering.

Perception and Action under Different Stimulus Presentations: A Review of Eye-Tracking Studies with an Extended View on Possibilities of Virtual Reality

Visual anticipation is essential for performance in sports. This review provides information on the differences between stimulus presentations and motor responses in eye-tracking studies and considers virtual reality (VR), a new possibility to present stimuli. A systematic literature search on PubMed, ScienceDirect, IEEE Xplore, and SURF was conducted. The number of studies examining the influence of stimulus presentation (in situ, video) is deficient but still sufficient to describe differences in gaze behavior. The seven reviewed studies indicate that stimulus presentations can cause differences in gaze behavior. Further research should focus on displaying game situations via VR. The advantages of a scientific approach using VR are experimental control and repeatability. In addition, game situations could be standardized and movement responses could be included in the analysis.

Fractal movement in the visualisation processes

The article is dedicated to the transformation of learning processes. The causal reasons for the widespread use of the fractal approach in the use of techniques and methods of visualising educational information are considered. The specifics of the use of fractal movement in the organisation of the educational process are described. The role and place of the teacher in the management of transfer and disclosure processes is noted. The fractal organisation of the learning route algorithm is characterised by a markedly deep determinism of the factors that determine the purpose and result of learning. The text notes the conditions of filling the thesaurus of the learner, improving its intellectual property in the form of transmission, assimilation and rejection of information. The elements of the thesaurus formed in the fractal educational field orient both the teacher and the learner to an extended view of a qualitatively in-depth approach to presenting in a specific unity of elements of visualised educational material. The connection between the individual abilities of the teacher and the potential of the learner is been traced. The conditions of the optimal combination of information flow and abilities of the learner, determining the success of training, are highlighted. Positive experience of the implementation of the proposed provisions of the educational process implies further analysis of the mechanisms and procedures of the fractal educational space.

Opportunities and constraints of women entrepreneurs in Jordan: an update of the 5Ms framework

PurposeDrawing on the “5Ms” gender cognizant framework, this study seeks to investigate how money, motherhood, management, the market and the macro/meso environment dimensions of the 5Ms may influence women's entrepreneurship in Jordan. A related aim is to offer in-depth insights and a fresh understanding of potential factors not included in the original 5Ms model.Design/methodology/approachThe study takes a qualitative-inductive approach, using semi-structured interviews with 14 women entrepreneurs from various industries in Jordan.FindingsThe paper highlights the positive (or adverse) impact of the 5Ms factors (motherhood, macro/meso environment, the market, management and money) on women entrepreneurs in Jordan and introduces new emerging factors. The paper concludes with an extended view of the 5Ms model.Practical implicationsThis study may help develop greater sensitivity and understanding about some of the adverse gender practices faced by women entrepreneurs. Policymakers in Jordan and other Arab countries may consider empowering women entrepreneurs in terms of offering more financial funds and facilities, social support, and managerial empowerment.Originality/valueThe study creates more sensitivity and awareness about the current dynamics, opportunities and impediments that affect women entrepreneurs; thus, it contributes to the extant literature by suggesting new propositions and a novel framework. This study extends Brush et al.'s (2009) 5Ms gendered framework by adding three important factors (Mental health, Maturity and Maintainability). The empirical update and contextual extension of Brush et al.'s (2009) 5Ms model highlight a theoretical contribution.

Emblematics and a Cure for Melancholy in Robert Burton’s The Anatomy of Melancholy

The article analyzes emblematic discourse in Robert Burton’s The Anatomy of Melancholy, offering an extended view of the emblematics that organizes both the structure and the narrative of the book and is anticipated by the emblematic frontispiece. The article examines the book’s intricate structure in its connection with the generic uncertainty of the text. The singular vs universal dualism forms the book’s underpinning structure that implies emblematic and dialectic intentions of The Anatomy of Melancholy. The article further analyzes the emblematic frontispiece, revealing consistently explicated emblematic structures that emphasize the antithesis of “duplicity” vs “singularity” implicit in the book’s multi-level structure. Analysis further demonstrates the book’s continuity with cento- and florilegia traditions, also epitomized in the emblematic method. The essay argues that Burton was using discursive emblems and the emblematic discourse to establish his status as an artifex, which helps him avoid melancholy himself and encourage his reader to struggle with it. The article postulates that the emblematic frontispiece embodies the dialectic of “duplicity” and “singularity” and solves it by enabling the emblematic mechanism of reading of the book through the emblematic lenses, uniting the Word and the Image: it is what Burton eventually offers both himself and his reader to cure melancholy.