Incomplete Concept Research Articles

The transformative potential of community-created consent culture

ABSTRACT In the wake of the #metoo movement, ‘consent’ has become a global topic of conversation, yet discussions of consent are missing from research on events in the leisure and tourism field. This is surprising considering that ‘free choice,’ a related but incomplete concept, is one of the defining characteristics of a leisure activity. Using ethnographic participant observation and in-depth interviews, this study explores in what ways participant experiences are impacted by centering a liminal tourism event space, regional Burning Man events (Burns), around a culture of consent. A combination of community-driven educational initiatives and the community’s commitment to enforce a culture of consent have significant positive impacts on participants, particularly female participants who experience self-actualization at an unusually high rate.

Ficção e Alienação Modernistas: Representando o Isolamento Social e a Incompletência das Necessidades Humanas em Miss Brill e Life and Death in the South Side PAVILION.

Este artigo tem como objetivo analisar a ideologia da alienação na ficçãomodernista, incorporada ao isolamento social e à incompletude das necessidades humanas emMiss Brill, de Mansfield, e Life and Death, de Carey, no pavilhão do lado sul. EmboraMansfield e Carey pertençam a duas épocas; modernos e pós-modernos, mas apresentam oconceito de alienação social e incompletude das necessidades humanas básicas de maneirasemelhante. Seus esboços de personagens de Miss Brill e Shepherd de 3ª classe relacionam aalienação com a falta de amor e pertencimento, por um lado, enquanto a auto-estima e osdesafios das atitudes capitalistas, metrópoles e industriais, por outro. Portanto, este artigoexplora como a Miss Brill e a Shepherd 3rd class refletem a vida das pessoas envolvidas emsolidão, alienação, separação e afetadas pela globalização e industrialização, especialmentepela urbanização do início e meados do século 20.

Análise crítica de conceitos de geologia apresentados na plataforma YouTube® com foco em vídeo-aulas

O acesso à internet é uma realidade cotidiana de grande parte da população, que possibilita acesso irrestrito às redes sociais ou plataformas digitais. Os usos dos ambientes são os mais variados possíveis, dentre os quais se inclui a educação. É possível encontrar uma infinidade de resumos e outros materiais educativos, como as vídeo-aulas. O YouTube®, uma plataforma bastante utilizada, hospeda vídeo-aulas sobre variados temas em múltiplas áreas do conhecimento, inexistindo análise prévia do conteúdo publicado. Os impedimentos para postagem relacionam-se principalmente a direitos autorais e não à veracidade da informação apresentada. Devido à presença massiva, muitos vídeos fornecem conceitos errôneos ou informações incompletas. O presente artigo analisa vídeos nos quais predominam temas de Geologia, abordados muitas vezes como assuntos da Geografia. Os principais problemas observados nos vídeos foram: baixa qualidade das informações, erros e equívocos conceituais bastante graves – quando presentes –, porém em geral os vídeos bem avaliados possuem uma ótima linguagem, comunicação clara e excelente uso de esquemas/figuras.

Fog in the Gateway: Brownlie v Four Seasons Holdings Inc

In Brownlie v Four Seasons Holdings Inc, the UK Supreme Court for the first time addressed the meaning of ‘damage’ in the gateway for jurisdiction in tort cases under paragraph 3.1(9)(a) of Practice Direction 6B of the Civil Procedure Rules 1998. The issue has proven controversial with a number of first instance decisions asserting an expansive jurisdiction in such cases, departing from the traditional approach. In the event the Court decided the case on other grounds, but the extensive discussion of the issue (on which the Court was divided 3‐2) illustrates the stark divergence of opinion on the proper scope of and approach to the English courts’ adjudicatory authority. This note criticises the views advanced by the majority for endorsing the more expansive interpretation on the grounds that it fails to take account of the legislative history and applies an incomplete conception of justice in justifying its position.

Validation of the Japanese version of Main Concept Analysis (J-MCA)

Validation of the Japanese version of Main Concept Analysis (J-MCA)

Weber as a Reader of Rudolph Sohm, and the Incomplete Concept of ‘Office Charisma'

Weber as a Reader of Rudolph Sohm, and the Incomplete Concept of ‘Office Charisma'

Internet gaming disorder in children and adolescents: a systematic review.

Internet gaming disorder (IGD) is a serious disorder leading to and maintaining pertinent personal and social impairment. IGD has to be considered in view of heterogeneous and incomplete concepts. We therefore reviewed the scientific literature on IGD to provide an overview focusing on definitions, symptoms, prevalence, and aetiology. We systematically reviewed the databases ERIC, PsyARTICLES, PsycINFO, PSYNDEX, and PubMed for the period January 1991 to August 2016, and additionally identified secondary references. The proposed definition in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition provides a good starting point for diagnosing IGD but entails some disadvantages. Developing IGD requires several interacting internal factors such as deficient self, mood and reward regulation, problems of decision-making, and external factors such as deficient family background and social skills. In addition, specific game-related factors may promote IGD. Summarizing aetiological knowledge, we suggest an integrated model of IGD elucidating the interplay of internal and external factors. So far, the concept of IGD and the pathways leading to it are not entirely clear. In particular, long-term follow-up studies are missing. IGD should be understood as an endangering disorder with a complex psychosocial background. In representative samples of children and adolescents, on average, 2% are affected by Internet gaming disorder (IGD). The mean prevalences (overall, clinical samples included) reach 5.5%. Definitions are heterogeneous and the relationship with substance-related addictions is inconsistent. Many aetiological factors are related to the development and maintenance of IGD. This review presents an integrated model of IGD, delineating the interplay of these factors.

Action research in the physics classroom: the impact of authentic, inquiry based learning or instruction on the learning of thermal physics

Students experience thermal physics phenomena from a very young age, but in Singapore their formal science instruction occurs in Primary 3 or 4 (aged 9 or 10) and again in secondary school (aged 13 to 16). Hence, students often form alternative or incomplete scientific conceptions related to thermal physics well before they begin learning it in the science classroom. The team of teachers involved in this study, therefore, believed that traditional instruction would be largely ineffective because it does not take into account students’ existing beliefs about thermal physics. An action research process was undertaken to investigate if a more interactive and engaging pedagogical approach, such as authentic, inquiry based learning, could make students’ thinking more explicit through discussions and other social interactions. Three intact classes of Secondary-3 students were selected: a high-performing control group and a low-performing control group using Traditional Physics Instruction (TPI) and an experimental group using Authentic Inquiry-Based Instruction (AIBI). Students in the experimental group demonstrated significant gains in conceptual understanding and student self-efficacy, although students in the high-performing control group continued to outscore students in the experimental group. Further analysis of the data revealed a correlation between students’ achievement on a standardised test and conceptual understanding of the subject matter in the AIBI classroom. Traditional forms of instruction are inadequate because they do little to develop students’ self-efficacy and interest in the subject matter. More emphasis should be placed on embedding authentic and formative assessment tasks within the curriculum, rather than end-of-unit standardised tests.

An Inquiry Experience with High School Students To Develop an Understanding of Intermolecular Forces by Relating Boiling Point Trends and Molecular Structure

Knowledge of intermolecular forces (IMFs) is fundamental to comprehending chemical and biological systems and their transformations at a particulate level. Including instruction on IMFs in the high school curriculum allows for students to develop a conceptual understanding of the material presented in chemistry class as opposed to simply restating facts. Herein, a student-centered activity developed for high school students to discern relationships between molecular structure and boiling point as an introduction to IMFs is described. The lesson was developed in such a way that students must use data to support their conclusions, and the data employed were chosen specifically to prevent misconceptions or incomplete conceptions from forming. Details regarding the interactions between students and the teacher are provided to help those looking to employ this activity in their own class successfully. This activity and follow-up lesson were implemented with over 250 high school students, many of whom, even a y...

Incomplete information and concept lattices

We present a mathematical model of sets with incomplete information about identity of elements and the membership relation. The model is based on L-valued sets where L is a complete atomic Boolean algebra. We present general foundations of the theory with emphasis on partially ordered sets and complete lattices. As an application, we show a method for constructing structures that represent the concept lattice of an incomplete binary dataset.

Knowledge to Manage the Knowledge Society: The Concept of Theoretical Incompleteness

After having outlined the essential differences between non-complex systems and complex systems we briefly recall the conceptual approaches considered by the pre-complexity General Systems Theory introduced by Von Bertalanffy in 1968 and those of the science of complexity and post-Bertalanffy General Systems Theory. In this context, after outlining the concept of completeness, we consider cases of incompleteness in various disciplines to arrive at theoretical incompleteness. The latter is clarified through several cases of different natures and by approaches in the literature, such as logical openness, the Dynamic Usage of Models (DYSAM), and the principle of uncertainty in physics. The treatment and the contrast between completeness and incompleteness are introduced as a conceptual and cultural context, as knowledge to manage the knowledge society in analogy, for example, with the transition from the logic of certainty to that of uncertainty introduced by De Finetti. The conceptual framework of completeness is not appropriate for dealing with complexity. Conversely, the conceptual framework of incompleteness is consistent and appropriate with interdisciplinary complexity.

An argument against the axiom of uniform stress being applicable to trees

The axiom of uniform stress is based on the theory that trees carry out their secondary growth in such a way that bending stresses are averaged out over the outer surfaces of the tree and the tree’s resulting aerial form avoids stress concentrations and repairs “notch stresses”. However, this can be shown, by combining a series of logical propositions, to be an errant or incomplete concept of how tree form develops, even in the limited scope of local stress levels that component parts of trees experience due to gravitational or dynamic wind loading. This paper presents an argument against the veracity of this axiom and highlights the extent of contradictory scientific work on the adaptive responses of trees to strain, their dynamic movement in the wind and the habit of some species to fail in a graduated way. It is concluded that a better model of the biomechanical behaviour of trees can be achieved through a synthesis of existing scientific models.

Samodyscyplina i wszechstronność – człowiek komunistyczny w ujęciu Lenina

The article is devoted to the concept of the communist man that emerges from the writings of Vladimir Lenin. The author emphasizes that it is an incomplete concept, and therefore ambiguous - provoking us to fill its “gaps” with material that does not refer directly to the issue of a communist society. The reconstruction in this article follows two concepts: self-discipline and versatility. However, the proposed distinction between positive and negative self-discipline is here of a great importance. Through positive general self-discipline the author understands self-discipline as work for the greater good of society, with the key area of this kind self-discipline being the realm of work. It is therefore mainly a self-disciplined work - necessary due to the absence of mechanisms of economic coercion under communism (embodying the principle of the distribution according to ones needs, rather than ones labor input). By negative self-discipline the author understands refraining from acts that are harmful to society, that is, so-called “excesses” – a necessary element due to the stateless nature of a communist society. Self-discipline (positive and negative) is correlative to communist negative freedom, which consists (in Lenin’s terms) of the absence of any external mechanisms of discipline and thus any “management” of people (even if ultrademocratic in character). In turn, characterizing the Leninist understanding of the postulate of versatility, the author cites, among others, the concept of polytechnic education (put forward by Marx and developed by Nadezhda Krupskaya), the problem of “intelligentsialization” of the proletariat, and therefore the postulate of the assimilation by the proletariat of the positive qualities of the intelligentsia (the extent of its horizons, the capacity for the independent and critical “survival” of humanity‟s cultural heritage), however separated from its negative traits (lack of teamwork skills).

Concept learning by direct current design challenges in secondary education

This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.

Introduction

Introduction

Multidimensional deprivations in Pakistan: Regional variations and temporal shifts

Abstract The political debate on poverty reduction has become more intense in the developing countries, and the conception of poverty has broadened beyond monetary measures such as income and consumption to include broader socio-economic dimensions of human wellbeing, such as health, education, housing, access to infrastructure and services etc., which together define human freedoms. Multidimensional poverty (MDP) – that encompasses capability failures and social exclusion – is a holistic and more comprehensive yet incomplete concept that has gained currency recently but only with handful applications for policy making. To advance the MDP model further, this study examine the regional variations and temporal shifts of poverty in 26 regions of Pakistan for five time periods, i.e. 1998–99, 2001–02, 2004–05, 2005–06 and 2007–08, using the multidimensional poverty approach based on education, health, and housing facilities. Standard methodological procedure developed by Alkire and Foster (2008) and recognized by UNDP (2010a) was employed. Temporal analysis shows that the MDP was higher in rural areas; declined by 7% in 2007–08 in rural areas compared to 1998–99 but merely by 1% in urban areas. Among the urban regions, Bahawalpur, Malakand, D. I. Khan, Mardan and Makran revealed a significant declining shift of 9%, 11%, 10%, 12% and 9% respectively in 2007–08 compared to 1998–99. Likewise, the rural areas in Faisalabad, Bahawalpur, Malakand, Kohat, Hazara and Sibbi showed a substantial decrease of 8%, 10%, 15%, 13%, 11% and 9% respectively in 2007–8 compared to 1998–99. Notably, Bahawalpur and Malakand showed higher temporal decline in MDP in both urban and rural areas, thereby showing a significant development in the provision of health, education and housing facilities to the people of respective rural–urban areas. However, the trend was inconsistent over time due probably to the haphazard development policies and political instability in the country resulting in higher socioeconomic deprivations. Regional analysis shows that considering both rural and urban areas, Kalat, Makran and Zhob lagged behind and remained among the poorest regions in all periods. Conversely, Karachi and Rawalpindi had least poverty in urban and rural areas. Pakistan's development trajectory is a classic case of economic growth and lagging human development. This study suggests the need for adopting an integrated approach to improve the socio-economic dimensions to meet the international standards of wellbeing such as the 2015 Millennium Development Goals. It further calls for tackling socio-economic deprivations through development interventions including improved schooling, access to technical education, non-farm enterprises, and more robust agriculture sector. Besides contributing to formulate above policy instruments conducive to poverty alleviation, findings of this study will also supplement theoretical and empirical studies on multidimensional poverty in other developing countries of Asia.

Discussion of “New Stage-Discharge Relationship for Weirs of Finite Crest Length” by M. Bijankhan, C. Di Stefano, V. Ferro, and S. Kouchakzadeh

The discusser would like to thank the authors for evaluating various hydraulic characteristics of the rectangular weir. The authors have presented experimental data for square-edged weirs. The work by the authors in accomplishing the stage-discharge formula using the Π-theorem and incomplete self-similarity concept is really appreciated. They combined the nondimensional parameters to deduce the dimensionless variables. Hence, three variables— ks=p, Lc=p, and h=Lc—were used instead of four variables proposed by the Π-theorem (neglecting Weber number and Reynolds number) to derive the stage-discharge relation. The accurate equation has an average percentage error of 4% compared with the experimental data of the original paper and is applicable to the rectangular weir for Lc=P values ranging from 0.02 to 2.82. The authors stated that Eq. (22) of the original paper “can be considered as a general head-discharge formula which is applicable for the entire range of h=Lc, i.e., long-crested, broad-crested, shortcrested, and sharp-crested weirs tested in the current study and has low mean absolute error.” In this study, discusser has attempted to not only compare the stage-discharge equation [Eq. (22) of the original paper] with other laboratory experiments reported in the literature but also develop an equation to estimate h=Lc with more accuracy. General characteristics of the weirs tested by other experimental studies are shown in Table 1. Measured and calculated values of h=Lc using Eq. (22) of the original paper were compared (Fig. 1).

Assessing Dimensions of Inquiry Practice by Middle School Science Teachers Engaged in a Professional Development Program

Inquiry-based teaching promotes students’ engagement in problem-solving and investigation as they learn science concepts. Current practice in science teacher education promotes the use of inquiry in the teaching of science. However, the literature suggests that many science teachers hold incomplete or incorrect conceptions of inquiry. Teachers, therefore, may believe they are providing more inquiry experiences than they are, reducing the positive impact of inquiry on science interest and skills. Given the prominence of inquiry in professional development experiences, educational evaluators need strong tools to detect intended use in the classroom. The current study focuses on the validity of assessments developed for evaluating teachers’ use of inquiry strategies and classroom orientations. We explored the relationships between self-reported inquiry strategy use, preferences for inquiry, knowledge of inquiry practices, and related pedagogical content knowledge. Finally, we contrasted students’ and teachers’ reports of the levels of inquiry-based teaching in the classroom. Self-reports of inquiry use, especially one specific to the 5E instructional model, were useful, but should be interpreted with caution. Teachers tended to self-report higher levels of inquiry strategy use than their students perceived. Further, there were no significant correlations between either knowledge of inquiry practices or PCK and self-reported inquiry strategy use.

Analiza korišćenja pojmova vaspitanje i obrazovanje u delu Ljubomira Protića

From the analysis of Protić's voluminous work, we can conclude that the author, as a representative of herbartian's orientation in Serbian pedagogy, emphasizes the importance of defining the problem of education in relation to schooling. In his General Pedagogy, the term education was used in 28 different interpretations. It occurs in five different forms, namely: 'education will,' (4 times), also synonymous with 'moral will' (2); 'direct the education of moral character' (5); 'the education of opinions' (1); 'education spirit' (1); 'proper education issues' (1). It is worth noting that these forms unfold separately in his work, but as such they make an incomplete concept. Therefore, they need to be considered synthetically, as a whole, in order for the versatility of his concept of education to be fully appreciated. The paper started with the observation of educational theory (which occurs 2 times) and educational practices (2 times) as well as general questions that carry a multitude of other educational situations and problems. 'The task of education' (mentioned 6 times) is synonymous with 'educational mission' (6 times) and it is interchangeable with 'forms of education' that occurs once only. In terms of factors influencing a personality development, Protić is be said to be of the optimistic orientation and pays great attention to the justification of the educational process, assuring the reader of the 'need for education' (three times). He also underlines the 'power of education' (three times), but at the same time, excluding the infinity process, the setting of the 'boundaries of education' (to be discussed in five attempts). Finally, the inseparability of many issues in Protić's 'education process' is equal to the unity of 'means of education', 'education goals', 'objectives of education', and 'individuality education' in the 'educational work'. An educator exhaustively elaborates the 'moral' and the 'physical' in teaching, while other forms of education are mentioned exclusively using synonyms thus lessening their significance. Protić attempted to denominate certain theoretical, practical and other educational processes: 'pedagogical theory' (twice), 'educational practice' (twice), 'corrective instruction' (twice) with his methods a) 'form of educational practice', and b) the 'principle of educational instruction' (one) or 'educational work' (five times). Protić justifies the guidelines for the process of education with numerous concepts: 'task of education' (six times) synonymous with 'educational mission' (five times), 'forms of education' (once), 'successful education' (once), 'need for education' (three times), 'the power of education' (three times), 'educational success' (once), 'substance of education' (once), 'standards for education' (once), 'the influence of education' (once), 'individuality of education' (once) 'educational goals' (five times), 'the concept of education' (three times), and 'education time' (once). Although there are discrepancies in tackling 'adult education' among his contemporaries, Protić actively introduces the category of a trainee, which is widely understood and associated to the term 'Youth'. According to Protić, 'National Youth Education' is divided into two basic types: 'education in the narrow sense' (four times) and 'educational practice' (twice). He also differentiates 'essentials in education' (once), 'education process' (twice), 'means of education' (twice) and 'educational work' (five times ). Protić illusory tends to define educational success and in order to do so special attention should be paid to 'the burden of education', as well as to point out the 'importance of education' and set 'standards for education'. In addition, he carefully chooses his synonyms such as 'the development and care of the body' for physical education, or 'moral commitment' and 'moral character' for moral education.

The Physiology of Volume Resuscitation

Currently static and dynamic indices of fluid responsiveness are used to guide fluid resuscitation. The physiological effect of a fluid bolus is considered in terms of the Frank–Starling mechanism. This is, however, an incomplete concept and ignores the effect of the venous system. This paper reviews the interplay between the stressed and unstressed volume, the mean circulatory filling pressure and the central venous pressure in determining organ and microcirculatory flow. We also review method for determining fluid responsiveness.