Substantive Integration Research Articles

Beyond Words: Using Nonverbal Communication Data in Research to Enhance Thick Description and Interpretation

Interviews represent the most common method of collecting qualitative data in both qualitative research and mixed research because, potentially, they provide researchers with opportunities for collecting rich data. Unfortunately, when collecting and analyzing interview data, it appears that researchers tend to pay little attention to describing nonverbal communication data and the role that these data played in the meaning-making process. Thus, in this mixed methods research-based systematic review, we examined the prevalence and use of nonverbal communication data throughout the phases of all qualitative research studies published in a reputable qualitative journal—namely The Qualitative Report—since its inception in 1990 ( n = 299) to the mid-year point (i.e., June 30) of 2012—representing approximately 22 years. Overall, nonverbal communication was evidenced in only 24% ( N = 299, n = 72) of qualitative research studies involving design and instruments suitable for collection of nonverbal communication. Moreover, the degree of discussion varied greatly from a mere mention to substantive integration and interpretation. Nonverbal discussion was least frequent in the data analysis phase of research and most underutilized in case studies. The essential functions of nonverbal discussion across the stages of research were identified as clarification, juxtaposition, discovery, confirmation, emphasis, illustration, elaboration, complementarity, corroboration and verification, and effect. Implications are discussed.

The integration of the protection of nature conservation areas in Dutch spatial planning law and environmental management law

An important question concerning the protection of designated areas in Dutch environmental law is the extent to which area protection plays a part in other fields of Dutch law. The question of integrating the protection of nature reserves as regulated in the Dutch Nature Conservation Act 1998, which is the focus of this contribution, is particularly important where the Dutch Environmental Management Act and the Dutch Spatial Planning Act are concerned; both Acts regulate activities which are – or can be – of great significance in the protection of natures reserves. Also important is the question whether European and international law facilitates integration. The three Acts mentioned all contain provisions and procedures which aim at or at least facilitate the coordination or integration of the protection of nature reserves with other interests, albeit in different ways and on different levels. However, as will be shown from a discussion of the relevant parts of the Acts, current national law is such that a substantive integration of the protection of nature reserves in the fields of environmental management law and spatial planning law is difficult, if not impossible, due largely to the so-called speciality principle and the mainly sectoral approach of the legislator. The coming Dutch Environmental Licensing (General Provisions) Act will not change this. The influence of international law is also limited and the structure of and the developments in European environmental law do not support national attempts at integration. To achieve full, or fuller, integration in the field of environmental law, the sectoral approach will have to be abandoned and the impediment that the speciality principle now represents would have to be removed. This would certainly lead to a less absolute protection of ecological values. However, abandoning the ‘all-or-nothing’ approach could on balance lead to a greater degree of protection of the physical living surroundings.

Teacher–student interactions in desegregated classrooms in South Africa

This study explored the state of desegregation and integration in South African schools 11 years after the demise of Apartheid. Three classrooms in three desegregating schools with different histories and race profiles were visited. Overall, each classroom was visited on 10 occasions over a period of 2 weeks. Direct observation was the main data gathering technique. The main findings were that desegregation as assimilation is occurring in these schools, but institutionalized racism is still pervasive. Manifestations of this at the classroom level include negative stereotyping of Black students, selective empathy, discriminatory seating arrangements, devolution of authority to students on racial basis, and aversion to African languages. The study concludes that the Constitution of South Africa is being given the most minimalist interpretation where racial desegregation is concerned. It concludes further that for system change to occur at school level, a radical shift from thinking about desegregation to contemplating substantive integration must be undertaken. Only in this way is it possible to introduce anti-racism as a transformative device into schools.

Is neoclassical microeconomics formally valid? An approach based on an analogy with equilibrium thermodynamics

The relation between Thermodynamics and Economics is a paramount issue in Ecological Economics. Two different levels can be distinguished when discussing it: formal and substantive. At the formal level, a mathematical framework is used to describe both thermodynamic and economic systems. At the substantive level, thermodynamic laws are applied to economic processes. In Ecological Economics, there is a widespread claim that neoclassical economics has the same mathematical formulation as classical mechanics and is therefore fundamentally flawed because: 1) utility does not obey a conservation law as energy does; 2) an equilibrium theory cannot be used to study irreversible processes. Here, we show that neoclassical economics is based on a wrong formulation of classical mechanics, being in fact formally analogous to equilibrium thermodynamics. The similarity between both formalisms, namely that they are both cases of constrained optimisation, is easily perceived when thermodynamics is looked upon using the Tisza–Callen axiomatisation. In this paper, we take the formal analogy between equilibrium thermodynamics and economic systems far enough to answer the formal criticisms, proving that the formalism of neoclassical economics has irreversibility embedded in it. However, the formal similarity between equilibrium thermodynamics and neoclassical microeconomics does not mean that economic models are in accordance with mass, energy and entropy balance equations. In fact, neoclassical theory suffers from flaws in the substantive integration with thermodynamic laws as has already been fully demonstrated by valuable work done by ecological economists in this field.

Connecting Art, Learning, and Creativity: A Case for Curriculum Integration

The author argues that ‘substantive’ art integration harmonizes with contemporary postmodern thought in art education and represents a strategy for teaching art in a postmodern way. Bringing together theories from cognitive science and metaphor theory (specifically connection and projection), the author shows how substantive integration promotes learning and creativity. Images that connect art and science are given as examples of substantive integration in postmodern art that reveal mental processes and create meaning and insight through conceptual ‘collage.’ These images help teachers and students understand the conceptual basis for much postmodern art and give educators clues to cognition and creative processes that can guide, deepen, and update practice in artmaking and in teaching.

Attempting Fusion: Professor Worthington's ‘Equity’ and its Integration with the Common Law

Professor Sarah Worthington's new book, Equity seeks to achieve two related objects: first, ‘to expose Equity's impact on the modern legal landscape' and its ‘profound influence on the Common Law of property, contract, tort and unjust enrichment’; and, secondly, ‘to expose the possibilities for coherent substantive integration of the Common Law and Equity’. In short, the book attempts nothing less than to provide a simplified, rational and principled overview of the core concepts of Equity, its doctrines and remedies, in order to pursue the fusion of Equity and the Common Law. This article proposes to consider Worthington's book by outlining its burden, and then by engaging with some of the arguments made and conclusions drawn.

Pollution Prevention and Control in Europe Revisited

Summary: This article provides an operationalisation of the concept of integration within the meaning of the IPPC Directive along the dimensions of procedural, organisational, and substantive integration. Within this conceptual framework of integration, the national transpositions of the IPPC Directive in Germany, Denmark, Spain, France, Italy, the Netherlands, Sweden and the UK are presented, and critically reviewed. On the basis of empirical implementation data and the results of legal analyses it is shown that the holistic approach of the IPPC Directive remains elusive in Europe. Therefore, the discussion concludes with some observations on regulatory credibility, efficiency, and strategy in a Union of 25 Member States.

Felix Longoria's Wake: Bereavement, Racism, and the Rise of Mexican American Activism. By Patrick J. Carroll. (Austin: University of Texas Press, 2003. xviii, 270 pp. Cloth, $45.00, isbn 0-292-71246-4. Paper, $19.95, isbn 0-292-71249-9.)

The experience of Mexicans and Mexican Americans, the largest population of Latino people in the United States, is still, in most mainstream depictions, a minimalist outline of a vague Hispanic presence in the meta-narrative. Unlike the acknowledged and substantive integration of the story of African American society as a fundamental part of American history, Latinos are mostly sketchy attachments. While excellent Mexican American, Chicano, and/or Latino scholarship exists to provide correction of this serious oversight, it still seems to remain (in 2003) for Anglo (the Chicano and Mexican American term for European American) scholars to utilize it. Patrick J. Carroll has done so in his Felix Longoria's Wake. This is an excellent account of one of the seminal events in the post—World War II Mexican American community: the denial in 1948 of the Three Rivers, Texas, funeral chapel for the wake of Felix Longoria Jr., a Mexican American soldier (and citizen of Three Rivers, Texas), because “‘the whites wouldn't like it’” (p. 56). Carroll details the subsequent response by the Mexican American community in south Texas and the counterreaction of the Anglo community with fascinating research that combines up-to-the-moment narrative with careful and detailed description of and analysis of the main protagonists in their evolving relations to the place and time of south Texas and the immediate post—World War II United States. Within the context of racialization, ethnicity and ethnocentrism, economic structures, and the widely divergent American perspectives of entitlement and equal opportunity, Carroll presents the Felix Longoria affair as the major event in the expansion of the American G.I. Forum, the most important postwar organization of the Mexican American generation. He also describes the active participation of Lyndon B. Johnson as a critical moment in the development of lbj as the most accomplished national Anglo politician in American civil rights history. The book's major contribution is the presentation of Dr. Héctor Perez García (1917–1996) as a major figure in Mexican American history or, as Julie Pycior states in the 2003 pbs documentary Justice for My People: The Story of Dr. Hector Garcia, a “giant of the 20th century.”

Insurgency and Advocacy: Unauthorized Foreign Workers and Civil Society in South Korea

Due to major structural changes in the 1980s, South Korea initiated an international contract labor program known as the industrial trainee system in 1991. Started ostensibly as a temporary measure to deal with domestic labor shortage in the declining manufacturing sector, the program has spread recently to other sectors, including fisheries, construction and agriculture. Currently, over 300,000 unskilled foreigners reside in South Korea, of which two out of every three persons are identified as unauthorized workers. This article examines how the South Korean industrial trainee program systematically produces unauthorized workers and highlights the role of non-governmental organizations (NGOs) in protecting the human rights of foreign workers. The successful collaboration of South Korea's civil society stems from its unique historical formation, rooted in democracy movements of earlier decades. It also implicates strong prospects for substantive integration of foreign workers and, as a consequence, suggests important changes in the country's social and economic structures.

Other branches of science are necessary to form a lawyer: teaching public health law in law school.

Over two hundred years ago, Thomas Jefferson suggested the need for a broader legal curriculum. As the twenty-first century begins, the practice of law will increasingly demand interdisciplinary knowledge and collaboration — between those trained in law and a broad range of scientific and technical fields, including engineering, biology, genetics, ethics, and the social sciences. The practice of public health law provides a model for both the substantive integration of law with science, and for the way its practitioners work. In addition, public health law also provides a model for interdisciphuy and integrative teaching.

The Role of Nursing Leadership in Creating Caring Environments in Health Care Delivery Systems

Nurse administrators play a key role in articulating the uniqueness of nursing in complex, corporatized health systems. They also have the privileged opportunity to co-create with nurse colleagues an environment for practice that is perceived by all constituencies as caring. This article addresses how an explicit view of Nursing as Caring can serve as the foundation for the successful and substantive integration of caring. Practical strategies to enhance the organization as a caring environment are discussed.

Washington State Regulatory Reform: Jekyll and Hyde '95

Abstract In 1995, in response to popular sentiment demanding regulatory reform, the U.S. Congress has undertaken fundamental reassessment and reinvention of natural resource and environmental regulation at the national level. Simultaneously, Washington State has become a national model for regulatory reform at the state level, by integrating recent growth management legislation with traditional local land-use processes and preexisting environmental statutes such as the State Environmental Policy Act (SEPA) and the Shoreline Management Act. See WASH. REV. CODE. Ch. 90.58. Honoring the recommendations of the Governor's Task Force on Regulatory Reform, the 1995 Washington legislature enacted legislation of landmark importance. In doing so, the legislature has attempted comprehensive substantive and procedural integration of local regulation under the recent Growth Management Act, WASH. REV. CODE. Ch. 36.70A. See also, Settle, supra note 1.

Bringing the Environment In: The Case for Comprehensive Security

This article presents the case for a comprehensive and multidimensional security concept, including a prioritized environmental component. Following a brief overview of the current state of the security debate, two very different lines of criticism against the notion of linking environment and security are presented and critiqued. The `orthodox' view argues that a relatively restrictive definition of security should be maintained in order to protect the conceptual and substantive integrity of security studies as a discipline. The `radical' view reflects a distaste for the normative and ontological implications of the security discourse and argues that it is inappropriate to `securitize' non-military social or environmental issues. In the last part of the article, the advantages of a comprehensive security concept are outlined, in a context emphasizing the desirability of an intellectual partnership between academics and practitioners geared towards the generation of more balanced, integrated and environmentally sound security policy-making.

Additional notes on integration

In my article on disciplinary integration I took a provocative, one-sided stance to counteract the prevailing hommage to integrationism. So the critical responses of my colleagues Bill Bechtel, Dick Burian and Ken Schaffner did not come as a surprise. To the extent that they have illuminated the other side of the coin I will not react. However, there are some points of criticism which I think call for a rebuttal. Also, I would like to qualify some of my own points in the light of the contributions of my colleagues. My conclusion that over-arching theories of stress are an example of pseudointegration was based on an analysis of extant theories presented in the literature. One could object that this is not the way to philosophically research science. Bechtel argues that theories do not exist disembodied. He shows that institutional features of science play an important role in the elaboration of integrative theories. So it would be unwise to disregard them. I agree that institutional features are' important. However, I would maintain that there is a place for analyses which treat theories as disembodied entities. In research one is always forced to simplify. The purposes one has will determine which simplifications are adequate. I would argue that some strengths and weaknesses of scientific research can be detected by a purely methodological analysis of theories regarded as disembodied entities. That, at any rate, is what my example was meant to show. The elaboration of an over-arching stress theory would be possible only if certain institutional resources would be available and if certain methodological criteria could be satisfied. My analysis is meant to show that it is impossible to satisfy reasonable methodological criteria. If this diagnosis is correct, a substantive integration of stress research in biology and psychology is out of the question even if the institutional setting tends to promote it (which it does). For the rest, I have studied the institutional setting of stress research, in an informal way, by interviewing leading researchers. All of them said they agreed with my analysis (perhaps some were merely being kind). So what explains the persisting defence of integrative theories in the literature? I do not know the full answer to this, but part of it became clear by the reaction of one researcher who had just received an important award for his work. He said that he continued using general concepts such as "stress" even though he was fully aware of their being methodologically flawed. His motive was quite simple. Research on

Assessing individual differences: effects of responding to prior questionnaires on the substantive and psychometric properties of self-esteem and depression assessments.

It has become a common practice among psychological researchers to administer batteries of individual difference assessments to research participants, although little is known about whether the substantive and psychometric integrity of the questionnaires are maintained when they are administered after the subject has completed other instruments. The studies presented here consider these issues in relation to the assessment of self-esteem and depression. In the first study, college students responded to a self-esteem inventory (a) by itself (control group), (b) after one prior questionnaire, (c) after three prior questionnaires, or (d) after five prior questionnaires. Results indicated that filling out one or more questionnaires before an assessment of self-esteem resulted in reports of lower self-esteem relative to the control condition. Additional analyses revealed that filling out three or five prior questionnaires created lower reliabilities of subscale scores and lower estimates of concurrent validity between self-esteem and depression. When the effect of prior questionnaires on the General Self-Esteem subscale was examined, the aforementioned results were replicated, and the prior questionnaire treatment created heterogeneous variances across the experimental groups. The second study was designed as a replication of the first study, using an assessment of depression as the target questionnaire. These results revealed that reports of depressive symptomatology increased as the number of prior questionnaires increased. Again, the prior questionnaire treatment created heterogeneity of variance between the groups, but did not adversely affect its internal consistency.

Integrating Decision Technologies: Implications for Management Curriculum

The essence of management is decision making. Decision making requires the availability and proper use of data. Three evolving technologies relate to the support of decision making: information processing, decision science methods, and organization of decision makers and decision processes. More and more, because of technological developments and increased understanding of complex decision situations, these technologies must be seen as an integrated whole in order to support efficient and effective decision making. Within organizations, different groups are often charged with each of the three technologies that should support decision making. As a result, we often experience problems where the data is unavailable, is not compatible with the analyses desired, or is not relevant to the decision-making processes that managers wish to use. A substantive integration of these support groups and their expertise would help. Acting as a change agent, business and management schools can develop a conceptualization of the three technology areas that integrates them with respect to terminology. They can also develop a unified set of general constructs that carry throughout each of the areas. Further, a new series of core courses can be developed that present the integrated technology subjects in a logical sequence. Management schools have been concerned with teaching concepts and skills related to data acquisition, manipulation, and presentation to their students for some time. However, in organizing the delivery of data-handling concepts and skills, these schools have relied on courses from various disciplines such as decision sciences (DSci), management information systems (MIS), and managerial decision making (MDM). These courses in management school curricula are generally redundant, use similar terminology differently, and are not mutually supportive. This article focuses on the design and delivery of an integrated sequence of core courses that addresses the three technology areas. Drawing on experience at our own schools, we address general course design principles, resolution of issues on content requirements and delivery, implementation issues, and current and future problems related to the effective integration of topics that have traditionally been addressed in DSci, MIS, and MDM courses.

Current trends in task analysis

Perhaps the most important trend in task analysis today is the substantive and temporal integration of task analysis with instructional design. Task analysis and instructional design are being integratedsubstantively by using designactivities (such as sequencing and synthesis) as a basis for selecting different types of task analysis, and by using specificstrategies (such as a procedurally-based simple-to-complex sequence) as another basis for selecting different task analysis methodologies. The area of synthesis is one that deserves to receive considerable attention in the near future. Also, as new instructional strategies are developed to utilize the capabilities of new delivery systems (such as new strategies for sequencing and synthesis), new task analysis methodologies will be needed to provide the information necessary to design those strategies into the instruction.

Middle English Lyrics: Authoritative Texts, Critical and Historical Backgrounds, Perspectives on Six Poems

It is the only anthology which includes all thirty-one English lyrics from MS Harley 2253, all the verses by Friar Herebert printed in Brown XIV, and all the important poems given in Robbins' Secular Lyrics. In all there are 245 lyrics, arranged thematically. To make these delightful poems accessible to the modern reader, the editors have removed many of the orthographic impediments inherent in Middle English verse and have modernized punctuation, capitalization, and obsolete letters while scrupulously seeking to retain the substantive integrity of the poems. Critical and Historical Backgrounds are provided in essays by Peter Dronke, Stephen Manning, Raymond Oliver, and Rosemary Woolf. In a special section, six poems are singled out for critical comment by A. K. Moore, Edmund Reiss, D. W. Robertson, Jr., E. T. Donaldson, John Speirs, Thomas Jemielity, D. G. Halliburton, Leo Spitzer, and others. Two of these lyrics, Maiden in the mor lay and I sing of a maiden, are discussed by four different scholars. In all, twenty-five poems are discussed in the essays. The volume also includes a list of Abbreviations, a Table of Textual Sources and Dates, a Select Bibliography, and an Index of First Lines.

The Transition Continued: The Emergence of an Affective Revolution

In 1962 Manuel Barkan described a transition in art education then taking place within theory and practice. First, he reviewed the recent history of the field calling attention to the fact that we were at the end of one educational era, and at the beginning of another. Progressive education had come to an end. The late fifties and early sixties were times when general education moved from a child-centered orientation to one that had come to be termed discipline-centered, and the transition that he advocated was from a field where art was deemed a developmental activity to one where art was a subject with substantive integrity. Now, nearly a decade has passed since his paper Transition in Art Education1 appeared. It is my contention that now we are seeing another transition. What Barkan advocated then, and what the field of art education generally participated in throughout the sixties, has been what I will term a cognitive revolution, and now the emergent revolution seems to be an affective revolution. New problems have overtaken us generating bewilderment and anxiety. Goals for art education once so confidently pursued a mere five years ago seem pointless and devoid of relevance. While today it is no longer popular to glean wisdom by looking at history, I must agree with Barkan when he wrote that: