Confluence Of Theory Research Articles

The Confluence of Theory and Techniques in the Microwave Field [From the Guest Editor's Desk

The articles in this special section were presented at the IEEE Microwave Theory and Techniques Society (MTT-S) International Microwave Symposium (IMS)that took place in June 2020 in Los Angeles, CA.

Confluence of theory and experiment reveals the catalytic mechanism of the Varkud satellite ribozyme

The Varkud Satellite (VS) ribozyme catalyzes site-specific RNA cleavage and ligation, and serves as an important model system to understand RNA catalysis. Here we combine stereospecific phosphorothioate substitution, precision nucleobase mutation and linear free energy relationship measurements with molecular dynamics, molecular solvation theory, and ab initio quantum mechanical/molecular mechanical free energy simulations to gain insight into catalysis. Through this confluence of theory and experiment, we unify the existing body of structural and functional data to unveil the catalytic mechanism in unprecedented detail, including the degree of proton transfers in the transition state. Further, we provide evidence for a critical Mg2+ ion in the active site that interacts with the scissile phosphate and anchors the general base guanine in position for nucleophile activation. This novel role for Mg2+ adds to the diversity of known catalytic RNA strategies and unifies functional features observed in the VS, hairpin, and hammerhead ribozyme classes.

The Cooperative Research Centre for Living with Autism (Autism CRC) Conceptual Model to Promote Mental Health for Adolescents with ASD.

Despite an increased risk of mental health problems in adolescents with autism spectrum disorder (ASD), there is limited research on effective prevention approaches for this population. Funded by the Cooperative Research Centre for Living with Autism, a theoretically and empirically supported school-based preventative model has been developed to alter the negative trajectory and promote wellbeing and positive mental health in adolescents with ASD. This conceptual paper provides the rationale, theoretical, empirical and methodological framework of a multilayered intervention targeting the school, parents and adolescents on the spectrum. Two important interrelated protective factors have been identified in community adolescent samples, namely the sense of belonging (connectedness) to school and the capacity for self and affect regulation in the face of stress (i.e. resilience). We describe how a confluence of theories from social psychology, developmental psychology and family systems theory, along with empirical evidence (including emerging neurobiological evidence), supports the interrelationships between these protective factors and many indices of wellbeing. However, the characteristics of ASD (including social and communication difficulties, and frequently difficulties with changes and transitions, and diminished optimism and self-esteem) impair access to these vital protective factors. The paper describes how evidence-based interventions at the school level for promoting inclusive schools (using the Index for Inclusion) and interventions for adolescents and parents to promote resilience and belonging [using the Resourceful Adolescent Program (RAP)] are adapted and integrated for adolescents with ASD. This multisite proof-of-concept study will confirm whether this multilevel school-based intervention is promising, feasible and sustainable.

Developing IT Governance in Brazilian Public Organizations

This paper presents a method for developing IT governance in public organizations. The method was developed in a deductive way from the confluence of theories of IT governance, participative management, strategic management and planning, and public value. Qualitative data about the method application in five Brazilian public organizations showed that the proposed method allowed these organizations develop IT governance aligned with specific demands of this sector. Based on these case studies, results show patterns of demands for IT and IT governance mechanisms in studied organizations. This work contributes to better understand on how to strategically align IT to public organizations value proposal.

Reframing Latin America: A Cultural Theory Reading of the Nineteenth and Twentieth Century

Reframing Latin America: A Cultural Theory Reading of the Nineteenth and Twentieth Century

Contemporary hermeneutics and the role of the self in translation

Hermeneutic investigations, which gained momentum by Schleiermacher in the early nineteenth century, seem to have led, by the close of the twentieth century, to a much deeper and more comprehensive understanding of the role of the translator. Various scientific and philosophical forces and moves have merged, reinforced each other, and ended in a confluence of theories which address the translator’s concerns for the subjectivity of translation. This confluence is informed both by mainstream schools of thought such as Heidegger’s and Gadamer’s hermeneutic studies, Derrida’s deconstructionism, Wittgenstein’s adventures with language games, Michel Foucault’s attention to reflexivity, and by more recent and less recognized works such as Gregory Bateson’s systems and cybernetics thinking, Kenneth Burke’s rhetoric and communication studies, Ervin Goffman’s sociological studies, and finally Alton Lewis Becker’s direct attempt in understanding the process of translation. This article synthesizes contemporary thought leading to such a hermeneutics understanding. It weaves together divergent approaches from different disciplines and draws an integrated perspective on the role of the translator. The author demonstrates that the long lived tension between traditional philology with its concern for the translator’s fidelity to the original text and the contemporary hermeneutics view with its emphasis on the unique role of the translator as the co-creator of the text seems to have arrived at a relative reconciliation and ease through studies in self reflexivity.

Students’ ‘uses and gratification expectancy’ conceptual framework in relation to E-learning resources

This paper presents the systematic development of a ‘Uses and Gratification Expectancy’ (UGE) conceptual framework which is able to predict students’ ‘Perceived e-Learning Experience. ’ It is argued that students’ UGE as regards e-learning resources cannot be implicitly or explicitly explored without first examining underlying communication theories and learning perspectives. As such, the theoretical framework is grounded in the confluence of theories from communication theories and learning perspectives. The integration of Expectancy-value Theory, and the Uses and Gratification Theory serves to accommodate the suggestion that elearning resources offer gratifications that are expected and valued by students. The key theoretical and practical assumptions of the UGE approach are highlighted and consistently implemented in the conceptual edifice.

Positive theory, rationality and accounting regulation

Existing agency theory fails as a positive theory since it does not provide a theory of accounting regulatory development. Furthermore, the arguments against market failure theories in Watts and Zimmerman (1986) are inconsistent with positive theory in that they evaluate rather than predict the theories. In fact, the market for excuses arguments used by Watts and Zimmerman (1979) are capable of predicting the existence of market failure theories. That these arguments were not extended in Watts and Zimmerman (1986) seems to indicate an ideological bias. If Watts and Zimmerman wish to argue normatively, they should not do so under the guise of positive theory. The failure of agency theory to provide a prediction of accounting regulatory development stems from its reliance on a rationality assumption which is on one hand narrow and on the other hand broad and inconsistent. Richer theories relying on either a better specified rationality assumption or broader views of organizational behaviour are needed to predict and explain the development of accounting regulatory structures. A confluence of theories is most likely to provide the richest description.

STOP THINK DO: Treatment and prevention of social-behavioural problems

This paper outlines a cognitive-behavioural-motivational social skills training program for children and adolescents in a clinic or school setting, with a treatment or preventive focus. The approach is didactic and experiential, reflected in its core skill and process – the STOP THINK DO method of social problem solving and relating, following the traffic light cue. The program is broad based to include essential social supports, namely parents, teachers and peers to encourage transfer and maintenance of social skills and pro-social attitudes. Essentially, STOP THINK DO is a behaviour management method for adults and social skills training method for children. A future direction involves the implementation of a curriculum based program as a primary prevention strategy through the formal promotion of social competence in Australian school children. This application represents the confluence of theory, research and practice in social development, plus the interface between developmental, systems and community psychology.