Conceptual Categories Research Articles

Text mining in tourism and hospitality research: a bibliometric perspective

Purpose The purpose of this study is to assess the current level of knowledge on the application of text mining in tourism and hospitality (T&H) research and provide a novel comprehensive framework for the field. This study also identifies gaps and proposes future research directions. Design/methodology/approach This bibliometric study analyzes 814 journal articles, sourced from Scopus between 2004 and 2024, and uses performance analysis and science mapping using Biblioshiny and VOSviewer software. Findings Over 50% of the articles were published between 2022 and 2024, reflecting a surge in text-mining applications in T&H research. These studies primarily focus on topics such as customer satisfaction, sustainability, destination image and COVID-19 effects, with sentiment analysis and topic modeling being the predominant techniques. The primary data sources are online reviews and microblogs. The review also highlights recent research trends (e.g. long–short-term memory, support vector machines and crisis) and classifies them into four conceptual categories concerning the application of text mining in T&H research: How? Where? Why? When? Originality/value This study comprehensively explores the evolution of T&H, contributions from research constituents and the intellectual structure of the field, providing a novel comprehensive framework while also assessing the field and highlighting its challenges.

Life, Death and Sustainability through Indigenous Literature An Ecocritical Study of Selected Works from Northeast India

Understanding sustainability in the Anthropocene through ecocritical discourses help us to deal with today’s environmental angst. Indigenous literature critically interprets the effects of cultural domination on Indigenous communities. This paper looks at the works of two Indigenous authors from Northeast India to substantiate how literature through its creativity functions as force/medium of renewal and self-criticism of ‘cultural ecologies’, preserve oral narratives, utilize traditional ecological knowledge, use of conceptual categories like ‘ecopsychology’ and ‘topophilia’ in Indigenous literature to reformulate our ideas of life, death and sustainability.

The Public Intellectualism of Stephen Chifunyise: Crafting an African-Inspired Theatre Praxis

This paper deploys Brouwer and Squires’ (2003) [Public intellectuals, public life, and the university. Argumentation and Advocacy, 39 (3), 201–213] concepts of ‘breadth’, ‘site/ location’ and ‘legitimacy’ as conceptual categories to frame and examine Stephen Chifunyise’s artistic and cultural practice of public intellectualism. Stephen Chifunyise’s artistic and cultural work spanned decades, working in Zimbabwe and Zambia, the academy and industry, and taking up consultancy and administration positions in government. This paper explores how this work by Chifunyise positions him as a public intellectual who shaped policy, ideological, epistemological and ontological foundations for cultural work, artistic training and development at the tertiary level, and policy formulation at a regional and continental level. This paper draws from several plays and theatre scripts, published research papers and policy documents to highlight the breadth, location and legitimacy of Chifunyise’s public intellectualism in Zimbabwe and Africa. This paper further submits that Chifunyise’s public intellectualism is located in how he uses his experiences in telling stories that speak to his environment and that of his publics’ lived existence, ways of experiencing and seeing and locatedness in the ‘village’.

A Categorical Formalism for Conceptual Graphs

Abstract In this paper, we propose a formalism for knowledge manipulation, based on conceptual graphs, which is supported by category theory, and which can be the basis for the development of knowledge-based systems. The model we propose is an extension of the model based on conceptual graphs. In this model, the application of an inference rule between logical formulas represented by two conceptual graphs is reduced to the identification of an arrow in a category. To this end, we introduce several new notions such as: the category of conceptual graphs, the category of classes of conceptual graphs, the conceptual category of a model and the conceptual category of inference of a model.

The Epistemic Sense of Training Fields

This work integrates the group from the elucidation that is presented in a multidimensional way of which the theoretical bodies that make up this study on tensions, instead of invalidating them, makes it possible to think about the group from the constitution of a network of intersections with varied effects, of senses and non- senses, product of human groups. Its objective is to explain through the inductive generation of conceptual categories expressed in the regularities between investigated phenomena that access possible interpretative theories of the reality of fragmentation as an institutional group. Addresses a qualitative methodology; a flexible design, dealing with the social interaction between teachers and managers in a subjective, dynamic reality composed of a multiplicity of contexts. From ethnography, open interviews and participant observation is permanently addressed, as well as the use of reflexivity, obtained from the analysis of the subjective and intersubjective meanings of collegiate work, where fragmentation was analyzed through participation and significance. of the group. The effects that the group produces on the subjects that comprise it, giving rise to group hood, understood as “a relational structure where it is possible to recognize a clear discrimination between subject and object.

Political Spaces Beyond the Nation State: The Global Commons in International Security Studies

Abstract The global commons have come to play an increasingly prominent role in the field of international security as scholars seek to better understand the causes and consequences of interstate cooperation, competition, and conflict in political spaces that lie beyond sovereign jurisdiction. In this piece, we make the case that by grouping all extraterritorial spaces into a single, not further differentiated conceptual category, the notion of the “global commons” as it is presently employed obscures important variation in the way these spaces are governed. Specifically, we argue that there exist two distinct types of spaces that legally do not belong to any one state: those that all states are effectively able to freely use for their own strategic purposes; and those that are de facto dominated and thus defy the ideal of universal accessibility their status as a global common supposedly entails. The updated conceptual framework we develop in response—which explicitly distinguishes between two distinct types of extraterritorial spaces—promises to advance security studies research on the global commons in several ways: it helps scholars avoid the issue of causal heterogeneity which current conceptual foundations introduce into causal analysis; it facilitates normative discussions about the global commons and their political future; and it produces novel insights into the governance problems policymakers will confront when seeking to maintain states’ access to extraterritorial spaces in the new age of great power competition.

Understanding the Culture of Science Research Teachers with Winning Science Investigatory Projects

ABSTRACT The government, in collaboration with other institutions and organizations, has implemented several initiatives to develop a culture of research and innovation in the Philippines and help appease the demands of STEM experts in the country. Science, technology, and engineering (STE) curricular programs are offered in basic education which requires students to produce a scientific research paper. However, the ailing conditions of infrastructure and scarce resources in the country affected the practices and operations of public schools. Nevertheless, these challenges do not hamper select STE-implementing schools from winning science research competitions which is a manifestation of quality research outputs. Thus, this study explored the culture of science research teachers (SRTs) using Charmaz’s Constructivist Grounded Theory framework which would be of optimum benefit to the education system by leveraging the practices of winning STE-implementing schools. Data were gathered through ethnographic interviews and observations (online and face-to-face) from 16 teacher and school head participants from one region following selection criteria. A total of 84 initial codes emerged which resulted in 14 focused codes. Upon analyzing the focused codes, four conceptual categories were drawn. Theoretical codes emerged after identifying connections between categories that explained the culture of SRTs—competition as drivers; competition as enablers; competition as amplifiers; competition as student formators; and competition as bridgers. Overall, the study illustrated a ripple effect of competition-driven culture as a means and end in mind that winning STE-implementing schools starts to emanate from SRTs.

DIGITAL WORLD: THE CHILD AND PARENTAL BONDING

In the contemporary era, entirely digital, crossing the links between one and the other, it is pressing to fi nd the incursion of the child from an early age in actions that are recorded through a digital screen provided by parents or caregivers as a means to occupy them in games and programmes of interaction with digital fi gures. Such digital modes have transformed the child’s access to the psychic, relational and bodily world. The method is comprehensive, based on the analysis of conceptual categories of theoretical contributions from the relational fi eld and its clinic. It is proposed to highlight the relationship between children’s subjectivity, mediated by the digital world, that is, the incorporation of images and their implications in the child’s psychic and bodily organization. Therefore, it is feasible to conceive how the digital world becomes a mediator between the parents and the child, so it is important to raise the importance that the digital world has to be built from a parental bond that ensures meaning to the child in his encounter with the digital environment.

“Having Support at Work ‘Is Different’ and Important”: A Qualitative Study of Virtual Peer Discussion Groups With Medical School Faculty

Abstract Purpose In response to the need to support health care professionals during the COVID-19 pandemic, an innovative, peer-led discussion group program for medical school faculty, called CIRCLE (Colleague Involved in Reaching Colleagues through Listening and Empathy), was developed at Rutgers Health. This article describes results of a qualitative analysis of the participants’ experiences, explores virtual communication platform use during this peer support program, and identifies the program’s beneficial elements. Method CIRCLE was inaugurated in October 2020 at Rutgers New Jersey Medical School and Rutgers Robert Wood Johnson Medical School using evidence-informed topics. The inaugural CIRCLE peer-led discussion groups included 50 physicians who met twice monthly in groups of 5 to 8 between October 2020 and April 2021. Deidentified transcript data were iteratively reviewed using conventional content analysis, including familiarization, thematic framework creation, indexing, charting, mapping, and interpretation. Themes were grouped into 4 conceptual framework categories based on social support theory in the context of work-related stress: emotional, appraisal, informational, and instrumental support. Results Themes emerged based on the framework: emotional support (connecting on a deeper level, importance of support at work, COVID-19 made virtual connections needed), relevant appraisal support (feeling “not alone,” safe space to connect and share), informational support (sharing self-care strategies), and instrumental support (incentives to join are helpful but connection leads to engagement, some structure but “not too much” is important, virtual modalities are convenient and conducive to connection). Conclusions Benefits of peer discussion groups include deeper connections at work, reduced isolation, safe sharing, and exchange of information on self-care. Connection and balancing structure and autonomy were important to engagement. Virtual modalities were viewed as feasible, convenient, and conducive to connection. This article highlights the benefits and convenience of virtual peer-led discussion groups for medical school clinical faculty and provides evidence for content development of these programs.

Shāh Walī Allāh Dihlawi (d. 1762): The Hajj Journey and Intellectual Scholarship Between India and Arabia

Rather than simply claiming the “unorthodox” or “pluralistic” mindset of an early modern Muslim thinker, this intellectual micro-history aims to show the complexity of Shāh Walī Allāh’s (d. 1762) thought-world. This article follows him to Mecca and Medina for the Hajj pilgrimage. While pilgrimage is traditionally included in the fundaments of Islamic practice, it is also important to realize that the majority of Muslims have not historically participated in this pilgrimage. Due to the physical limitations of travelling as the Muslim community rapidly expanded in the 7th century onwards, we have nearly a thousand years until the 18th century where only a select few Muslims, usually wealthy enough to make the arduous journey, participated in the yearly practice. This created a complex culture of pilgrims in the Holy Cities with the cities functioning as informal circles of scholarship. Shāh Walī Allāh Dihlawī engages in this knowledge production process while carrying out the mandatory rituals associated with the Hajj pilgrimage. Thus, this article shows that the complex interplay of Walī Allāh with Meccan and Medinan scholars is a highly dynamic process with unexpected outcomes as specific sacred geography interacts with the conceptual (and genealogical) categories that scholarly pilgrims bring with them to this intellectual encounter. In doing so, we catch a glimpse of the 18th century through a very particular set of Indian Sufi eyes.

How Modern is the Persianate? Aesthetics and Politics of a Scholarly Category

ABSTRACT The introduction to this forum on Alexander Jabbari’s monograph The Making of Persianate Modernity (2023) introduces the scholarly conversation about Persianate literary modernity that has recently developed, and clarifies Jabbari’s role in drawing these conversations together into a coherent subfield. The article situates this book in the historiography of the Persianate as a conceptual category and an object of critique, with particular attention to its extension into the nineteenth and twentieth centuries and to the politics of Persianate modernity as a category for post-Cold War scholarship in the West and beyond.

Variations of Australian university teachers’ conceptions of teaching with GenAI

The recent emergence of GenAI (GenAI) has generated significant interest and intense debate in higher education learning and teaching. Under this scenario, researchers and policy makers have begun to gain an understanding of what factors may influence university teachers’ acceptance and use of GenAI in teaching. Research has shown that how teachers conceptualise teaching shape their pedagogical approach to some degree. Using a phenomenographic qualitative research design, the study examined variations of Australian university teachers’ conceptions of teaching with GenAI via semi-structured interviews. Thematic analysis of the interview transcripts was conducted to identify themes prior to a second pass inductive analysis, enabling the researchers to compare and contrast perspectives. Three qualitatively different conceptions were identified: 1) GenAI is used in teaching to develop students’ understanding, critical thinking, and reflection; 2) GenAI is used in teaching to reproduce learning and teaching artefacts; and 3) GenAI are just tools, only having limited applications in teaching. Of the three categories of conceptions, only the first category was student-centred/learning-focused conceptions, which aimed to use GenAI in teaching to support students’ learning and understanding. This work will provide educators with a framework to utilising GenAI in the classroom to support student-centred learning.

Explaining the stakeholders’ perspectives about urban regeneration policy: a grounded theory study in downtown Tabriz city, Iran

ABSTRACT In recent decades, urban regeneration has become increasingly important as a policy focusing on inner cities and deteriorated urban areas in the Global South. This policy consists of multiple stakeholders involved in its process, which requires profound research to solve acute problems and modify inefficient practices. Therefore, the current paper’s primary purpose is to explain stakeholders’ attitudes about urban regeneration in downtown Tabriz (Iran) as a second-tier middle eastern city based on grounded theory. Data collection was conducted through semi-structural interviews with 32 key stakeholders in the study area. The coding steps were also categorized using Atlas.ti software. Results indicate that the main forces, sub-factors and contextual conditions have been behind urban regeneration. Furthermore, gentrification and technocracy were recognized as the dominant approach in downtown Tabriz city. Consequently, by interpreting and reflecting on conceptual categories, “rent-oriented, growth-based and unbalanced regeneration” was called a core phenomenon.

Making Conscientious Decisions: Engaging in Venous Leg Ulcer Self-Management Following Nurse-Led Patient Education.

Venous leg ulcers (VLUs) provoke multiple symptoms and impact individuals and society as a whole. Their treatment and prevention strategies require individual's involvement in self-management strategies. Insufficient knowledge with regard to prevention, management, and treatment has been identified as a critical factor related to VLUs and their recurrence. Therapeutic patient education (TPE) proposed as part of a management strategy for this population provides unclear benefits regarding wounds healing or prevention of recurrence. The aim of the study was to develop a theory explaining how individuals with a VLU experience an individualized nurse-led TPE program regarding self-management strategies. The constructivist approach of Charmaz to the grounded theory method was used to develop the theory. A total of 26 individuals contributed to the co-construction of the theory through face-to-face or telephone semi-structured interviews. Data analysis and data collection occurs simultaneously with a comparative process to reveal the conceptual categories, apply theoretical sampling, and define theoretical saturation. The theory of "Conscientiously Engaging in Self-Management" was co-constructed with the participants encapsulating four categories: "Being influenced by my own story," "Being personally informed," "Making conscientious decisions to engage in self-adapted management strategies," and "Integrating a conscientious way of living." This theory highlights individuals' voices and stories toward their journey of VLU self-management taking contextual factors into consideration. This new theory offers new knowledge about implementation of self-management strategies for individuals living with a VLU and will inform clinical practice and contribute to the development of targeted interventions.

Measuring undergraduate evolution learning using the CANS: psychometric strengths and limitations

BackgroundEvolution continues to be one of the most difficult biological topics to teach, warranting innovative pedagogical tools and assessment strategies for enhancing evolutionary instruction. A major advance in measuring the evolution knowledge of undergraduate students came with the development of the Conceptual Assessment of Natural Selections (CANS). In this study, we use the CANS to measure knowledge and learning of natural selection in a large (N > 6000) sample of undergraduate students to expand upon prior validity testing of this instrument and advance knowledge of student evolutionary reasoning. We apply the Rasch measurement framework to examine if the CANS productively measures the intended construct and investigate the patterns of knowledge and learning about evolution among students with different backgrounds and demographic characteristics.ResultsWhile a unidimensional Rasch model demonstrated acceptable reliabilities and fit for most of the CANS items, some items showed problematic fit statistics and were resistant to instruction. The instrument items also did not span the full range of student abilities, which suggests relatively low measurement precision. Our large sample also allowed rigorous tests of multidimensionality, revealing the presence of multiple dimensions or constructs, some of which may not be intentional. These results generated specific item-level recommendations for improving this instrument. Using Rasch measures to examine learning patterns, we found that pre-test evolution knowledge was low but that there were high learning gains by the end of the course. However, some concept categories were found to be more difficult than others, suggesting the need for more attention to these areas by instructors. We also identified pre-test disparities in evolutionary knowledge by socially defined race and biological sex, yet students from all groups achieved comparable learning gains at the end of the course.ConclusionThe CANS holds great potential to generate critical insights about student evolutionary reasoning and provide information about which instructional approaches most effectively mitigate the notable knowledge disparities among students. We leverage the findings of this study to propose tangible ways in which this instrument may be improved in order to better achieve both of these goals.

Conceptions of accessibility among persons with spinal cord injury in Finland

Accessibility is defined according to the UN Convention on the Rights of Persons with Disabilities (UNCRPD) as a prerequisite for an independent life for persons with a disability. To explore how accessibility is understood or experienced by persons with a spinal cord injury, 45 persons with spinal cord injury living in Finland were interviewed. The analysis approach was phenomenographic, resulting in three main categories of conceptions of accessibility, illustrated through direct quotations. These three levels of understanding are Assumptions, Experiences, and Actions. Accessibility was primarily understood as accessibility in the built environment, and the impact of climate as well as personal choices regarding one’s own actions. Environmental and personal factors either facilitated or hindered the experience of accessibility. Accumulation of varying experiences about accessibility increased the interpretation of the person-environment connection on one’s own functioning and requirements towards accessibility, thus promoting the agency of persons with spinal cord injuries. Points of interest This study explored the variations of conceptions of accessibility experienced or understood by persons with spinal cord injury in Finland. The analysis resulted in three ways of experiencing accessibility: 1. Assumptions, 2. Experiences, and 3. Actions. The findings indicate that accessibility can be understood in various ways depending on assumptions related to accessibility, experiences, shared information, and the knowledge accumulated in the interaction between individual and the environment. Experiences of accessibility were primarily related to personal, physical, social, and attitudinal environmental factors, the person-environment connection, and the interpretations of their impact on one’s own functioning and accessibility requirements. Respondents identified environmental or personal factors as barring or facilitating accessibility. The interaction between the individual and the Northern environment, including four seasons, lead to various strategies for overcoming climate-caused barriers.

A Semantics Analysis of Personification in Percy Bysshe Shelley’s Poetry

This research aims to identify the types of personification and the contextual meaning behind the personification used in Percy Bysshe Shelley’s poetry. This research uses descriptive qualitative method as the purpose of making this research is to analyze the types of personification and the contextual meaning behind the personification used. This research uses semantics studies with several theoretical sources that refer to the theory of Personification from Paxson (1994) and the theory of contextual meaning by Chaer (2009). The results of the research, 41 data contain personification expression was found. There are 12 data of Prosopographia and 29 Prosopopopeia. 12 data of Prosopographia is classified into five sub-classes: Emotions, Characteristic, Concept, State and Time. The research reveals 7 data of Prosopographia in Concept category, 2 data in State category, 3 data in Time category, and 0 data found in Emotions and Characteristic categories. Out of 29 data of Prosopopopeia, the researcher also classified the data into three sub-classes: Living things, Places and Inanimate object. There are 3 data of Prosopopopeia in Living things category, 3 data in Places category and 23 data in Inanimate objects category.

Our “Cognitive Limitations” and the Hard Problem of Consciousness

Abstract Philosophers have conjectured that human cognitive limitations might preclude our ever resolving the hard problem of consciousness. Few, however, have offered suggestions as to what it might be about our conceptual apparatus that poses the problem. I do so in this essay, arguing that our central difficulties lie with two conceptual categories that pervade philosophical discussion of the hard problem. They are compositional concepts -- part/whole, constituents/constitution, and the like – and instantiational concepts: properties/objects, universals/particulars, and the like. I look at the uses of these two conceptual categories in four contexts in which the hard problem is considered: multiple realizability, zombies, mental causation, and panpsychism. I show that the two conceptual categories run into the same kinds of obstacles in each case, which suggests that they might be key to the cognitive limitations about which some have speculated

Caste and its implications for sociologies of inequality

The concern to think about the place of caste as a conceptual category – within, and in relation to, broader sociological understandings of inequality – was the primary motivation of the British Sociological Association Presidential event on ‘Caste and its Implications for Sociologies of Inequality’ held at the London School of Economics in late autumn 2023. It sought not only to engage with caste sociologically but also to ask the question of what a consideration of caste could bring to sociological thinking more generally.

Determining the Metaphorical Perceptions of German Teacher Candidates Regarding the Concept of Artificial Intelligence

Abstract Considering the importance of individualised learning, artificial intelligence tools can effectively create an environment where students can learn by using them both in lessons and on their own, and enable students to learn a foreign language more effectively and permanently. The aim of this study is to examine the thinking worlds and thought patterns of prospective German teachers about the role of artificial intelligence in language teaching and learning and their views on the concept of artificial intelligence. The starting point of this study is the question of which metaphors prospective teachers use when talking about the concept of artificial intelligence. The questions of the study are as follows: 1. with which metaphors do pre-service German teachers express artificial intelligence? 2. How do pre-service German teachers define their metaphors related to the concept of artificial intelligence? 3. Under which conceptual categories are these metaphors categorised in terms of common characteristics? The participants of the study consisted of 1st, 2nd, 3rd and 4th year prospective teachers studying at the Department of German Language Teaching, Faculty of Education, Faculty of Foreign Languages Education, Trakya University. The data were collected by qualitative data analysis method. Firstly, Student Information Form was given to the students and what is metaphor was explained by giving examples of metaphor. Then, the students filled out an opinion form consisting of semi-structured questions. This form consists of two parts, in which short demographic information about the students is asked and the open-ended question ‘artificial intelligence is like ...., because...’ is asked. Metaphor analysis technique was used to analyse the data. The data obtained were interpreted by categorising the metaphors used by the prospective German teachers.