contextual influence
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2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael Breum Ramsgaard ◽  
Per Blenker

PurposeThe importance of contextualizing theory development in entrepreneurship education has recently been raised. Nevertheless, efforts often lead to rather decontextualized concepts and generic theories that are unable to bring together the complexities of applying entrepreneurship education to particular institutional logics and local pedagogical understandings. Based on a narrow and selective literature review, this study aims to identify and reconstruct how entrepreneurship education can adjust to the disciplines in which it unfolds. To contribute to transcending this dilemma, this article raises the following question: How can entrepreneurship education be understood in a differentiated manner and contextually reconstructed to the many disciplines and professions in which it unfolds?Design/methodology/approachThe study follows the general idea of an integrative literature review, meaning that a few references, in particular Jones' work on a signature pedagogy for entrepreneurship education, led to a deeper search of the older background literature from Shulman on the idea of a signature pedagogy for professions.FindingsThe authors identify three existing notions (MK-0, MK-1 and MK-2) of signature pedagogy within entrepreneurship education and propose a fourth notion that combines the established understandings into a signature pedagogy, MK-3, in which entrepreneurship education should be adjusted to the disciplines in which it unfolds, by integrating and balancing general, disciplinary/professional and entrepreneurial purposes of education.Originality/valueAccepting that context matters to entrepreneurship education creates a need for understanding the contextual influence on pedagogies. The paper contributes by establishing a theory-based framework that can help educators formulate and balance general, professional and entrepreneurial purposes of education, depending on the particular context of their educational activities. Furthermore, the paper is a call to action for additional scholarship that identifies avenues for future research.


2021 ◽  
Vol 6 (2) ◽  
pp. 96-109
Author(s):  
Charl Wolhuter ◽  
Lynette Jacobs

This paper argues that the arrival of the COVID-19 pandemic created a space to reconceptualise education and rethink priorities. Although no one will deny the devastating impact of the pandemic, humans have been able to continue with various projects, including the global education project, largely made possible through unprecedented technology advancement, as well as the uptake of technologies that advanced pre-COVID-19. In many ways, the clear distinction between human and technological (being non-human) practices has blurred to a point where the mere nature of human projects such as the global education project has become post-human. While different schools of thought on the nature of “post-human” exist, we use it to refer to what we are becoming together, a comprehension and awareness of the connectedness between humans and their natural and technological environment and the ethical concerns that come with it. COVID-19 provides an opportunity to reconsider the connectedness, complexities and dynamics of the world, and what we (humans, nature, Earth, technology) are becoming. Based on a literature survey and critical refection on the state of the global education expansion project at the time of the onset of the COVID-19 pandemic, we suggest the following changes to the ways quantity, quality and equality in education are conceptualised. The employment of technology should be added in the conceptualisation of input quality. Flexibility, support and connectedness should be built into the process quality equation. Most importantly, ecology should also be added as a product of education, and not merely a contextual influence in education.


Entropy ◽  
2021 ◽  
Vol 23 (8) ◽  
pp. 973
Author(s):  
José E. Teixeira ◽  
Miguel Leal ◽  
Ricardo Ferraz ◽  
Joana Ribeiro ◽  
José M. Cachada ◽  
...  

The aim of this study was to analyze the effects of match location, quality of opposition and match outcome on match running performance according to playing position in a Portuguese professional football team. Twenty-three male professional football players were monitored from eighteen Portuguese Football League matches during the 2019–2020 season. Global positioning system technology (GPS) was used to collect time-motion data. The match running performance was obtained from five playing positions: central defenders (CD), fullbacks (FB), central midfielders (CM), wide midfielders (WM) and forwards (FW). Match running performance was analyzed within specific position and contextual factors using one-way analysis of variance (ANOVA) for repeated measures, standardized (Cohen) differences and smallest worthwhile change. CM and WM players covered significantly greater total distance (F = 15.45, p = 0.000, η2 = 0.334) and average speed (F = 12.79, p < 0.001, η2 = 0.294). WM and FB players covered higher distances at high-speed running (F = 16.93, p = 0.000, η2 = 0.355) and sprinting (F = 13.49; p < 0.001, η2 = 0.305). WM players covered the highest number of accelerations (F = 4.69, p < 0.001, η2 = 0.132) and decelerations (F = 12.21, p < 0.001, η2 = 0.284). The match running performance was influenced by match location (d = 0.06–2.04; CI: −0.42–2.31; SWC = 0.01–1.10), quality of opposition (d = 0.13–2.14; CI: –0.02–2.60; SWC = 0.01–1.55) and match outcome (d = 0.01–2.49; CI: −0.01–2.31; SWC = 0.01–0.35). Contextual factors influenced the match running performance with differential effects between playing positions. This study provides the first report about the contextual influence on match running performance in a Portuguese professional football team. Future research should also integrate tactical and technical key indicators when analyzing the match-related contextual influence on match running performance.


Author(s):  
Kolosova H.A. ◽  
Narodovska O.M.

This paper examines the phenomenon of “presupposition” based on Howard Phillips Lovecraft’s horror story “Herbert West – Reanimator” and provides several different concepts that will help to separate the meanings of “soft” and “hard” triggers of presupposition. The general idea of the presupposition, as such, allows the reader of any work of art to obtain additional data as part of the information layer, which either does not require further explanation in general or is a common socio-cultural or template-axiom concept that annihilates the need for clarification as such.The work aims to demonstrate the fundamentally different concepts of soft and hard presupposition in the key of the three main classes and the level of accommodation of the recipient to each of the structures. The result of differentiation was obtained by isolating textual structures from the general layer of the work, as a combination of semantic and pragmatic understanding of the expression and demonstration of the importance of each element as a whole and highlighting a more significant component in each example. The work of scientists who have already studied a similar phenomenon on the example of other intertextual formations and expressed their opinion on the significance of the considered aspects and the significance of the difference between them was taken as a basis. In particular, not only the fundamental difference between soft and hard triggers but also ignoring the difference between them at the level of suspension of the specified value in the context of the formation to which a certain structure is embedded.Results. The paper reveals several problems that prevent a clear distinction between triggers that indicate presupposition. Among them are the wide functionality of lexical units within the context-meaningful information message and the diversity of translation in the adaptation to the understanding of foreign recipients. Thus, the phenomenon of the inconsistency of trigger behavior is considered, which significantly prevents the error-free identification of the presupposition. Ultimately, this leads to emphasizing the urgency of the formation of a single concept of presupposition and the creation of a systematic empirical interlinguistic theory of methods for verifying presuppositions.Conclusions. As a result, the work demonstrates examples of soft acceptance of alternative constructions as a logical consequence of the contextual influence of certain structures on the overall picture described in the work. Conditions are considered that do not affect the integral functioning of individual structures in the text, showing a direct dependence on the context. All these constructions are an integral part of the formation of the overall picture perceived by the recipient (listener or reader), and this emphasizes the fact that the contextual load of each trigger depends on the means of their implementation and functioning not only within the text but also the genre.Key words: presupposition, soft trigger, hard trigger, accommodation, semantic models, pragmatic models. Дана робота розглядає таке явище, як «пресупозиція», на основі твору жахів Говарда Філіпса Лавкрафта «Herbert West – Reanimator» та дає ряд диференційних понять, що допоможуть відокремити значення «м’яких» та «жорстких» тригерів пре-супозиції. Загальне уявлення пресупозиції як такої дає читачеві будь-якого художнього твору можливість отримати додатковий об’єм даних як частину інформаційного пласту, який або не потребує додаткових роз’яснень в цілому, або ж є загальноприйня-тим соціокультурним чи шаблонно–аксіомним поняттям, що анігелює потребу в уточненнях як таку.Метою роботи є демонстрація принципово відмінних понять «м’якої» та «жорсткої» пресупозиції у ключі трьох осно-вних класів та рівня акомодації реципієнта до кожної із структур. Результат диференціації було отримано методом вичленення текстових структур із загального пласту твору, як комбінацію семантичного та прагматичного розуміння вислову та демонстрації значимості кожного з елементів в цілому й виокремлення більш значущої складової частини в кожному прикладі. За основу було взято праці наукових діячів, що вже досліджували подібне явище на прикладі інших інтертекстуальних формацій та висловили свою думку із приводу значимості розглянутих аспектів та суттєвості різниці між такими. Зокрема, не лише принципову різницю між «м’якими» та «жорсткими» тригерами, а й ігнорування різниці між ними на рівні призупинення функціонування вказаного значення в контексті формації до якого вбудовано певну структуру.Результати. У роботі розкрито ряд проблем, що перешкоджають проведенню чіткого розмежування між тригерами, які вказують на пресупозицію. Серед них широка функціональність лексичних одиниць у межах контекстно-значимого інформаційного посилу та різноманіття перекладу в адаптації до розуміння іншомовних реципієнтів. Таким чином, розглядається явище непослідовності поведінки тригерів, що значною мірою перешкоджає безпомилковій ідентифікації пресупозиції. Зрештою це призводить до підкреслення актуальності питання формування єдиного поняття пресупозиції та створення систематичної емпіричної міжлінгвістичної теорії методів перевірки пресупозицій.Висновки. Робота демонструє приклади м’якого прийняття альтернативних конструкцій як логічного наслідку контекстного впливу певних структур на загальну картину описану у творі. Розглядаються умови, які не впливають на цілісне функціону-вання окремих конструкцій у тексті, проявляючи пряму залежність від контексту. Всі ці конструкції є невід’ємною частиною формування загальної картини сприйнятої реципієнтом (слухачем чи читачем), а це підкреслює факт залежності контекстного навантаження кожного окремого тригера від засобів їх реалізації й функціонування не лише в рамках тексту, а й жанру твору.Ключові слова: пресупозиція, м’який тригер, жорсткий тригер, акомодація, семантичні моделі, прагматичні моделі.


2021 ◽  
pp. 104649642110075
Author(s):  
Martin P. Fladerer ◽  
Sonja Kugler ◽  
Louisa G. Kunze

This study explores the leadership-health link from a social identity perspective. It focuses on leadership behaviors that seek to form a strong shared social identity (i.e., identity leadership) and the contextual influence of co-workers’ group identification. In a sample of 319 members in 77 workgroups, data supports the indirect link of identity leadership and reduced symptoms of burnout via perceived social support. However, contrary to our expectation, high levels of co-workers’ group identification weakened the relationship of identity leadership and perceived social support. The implications of this finding for the understanding of leadership as a group process are discussed.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lei Mee Thien ◽  
Donnie Adams ◽  
Hai Ming Koh

PurposeThis study aims to investigate the relationships between distributed leadership, teacher academic optimism and teacher organisational commitment with the contextual influence of gender and teaching experience.Design/methodology/approachThis study employed partial least squares structural equation modelling for data analysis. This study has selected 421 teachers from 18 secondary schools in Penang.FindingsDistributed leadership has a positive direct effect on teacher academic optimism and organisational commitment. The relationship between distributed leadership and teacher academic optimism was stronger for male teachers and senior teachers who have more than ten years of teaching experience. However, gender and teaching experience have no significant moderating effects on the relationship between distributed leadership and teacher organisational commitment.Research limitations/implicationsThe reason for the non-existent relationship between distributed leadership and teacher organisational commitment across gender and teaching experience remains unknown. In-depth investigation using interview method is required for further exploration.Practical implicationsThis study complements and extends prior research on the relationships between distributed leadership, teacher organisational commitment and teacher academic optimism by providing evidence from Malaysia on how they contribute to the organisational conditions of their school.Originality/valueThis study has its originality in investigating the relationships between distributed leadership, teacher organisational commitment and academic optimism with the contextual influence of gender and teaching experience in the non-western society.


Waxing Moon ◽  
2021 ◽  
Vol 1 ◽  
Author(s):  
Yuyuan (Victoria) Liu

The following article reviews a collection of photography on view at an exhibition named The Story of Light and Shadow: 20th Century Chinese Photography from Huang Jianpeng's Collection at the National Art Museum of China. Though an exhibition on Chinese photography, it included a sizable collection of Tibet-related photographs taken by early Han Chinese photographers during the early 20th century. Through a brief review of existing scholarship on photography of Tibet and a close reading of the works of Zhuang Xueben, one of the earliest Han Chinese photographers who took photos in Tibetan regions, we see how images produced during the early 20th century in Tibet are coded with layered agencies and complex motivations. Preliminarily contextualizing Zhuang Xueben’s photo-taking aspirations, I argue that early photographers of Tibet are embodiments of complex, overlapping and if not yet incongruous motivations – a complication of their own independent perspectives and professional responsibilities under the larger contextual influence from the society and its aspirations.


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