Books on the topic 'Analytical Network Process (ANP)'

Development Zones in Asian Borderlands maps the nexus between global capital flows, national economic policies, infrastructural connectivity, migration, and aspirations for modernity in the borderlands of South and South-East Asia. In doing so, it demonstrates how these are transforming borderlands from remote, peripheral backyards to front-yards of economic development and state-building. Development zones encapsulate the networks, institutions, politics and processes specific to enclave development, and offer a new analytical framework for thinking about borderlands; namely, as sites of capital accumulation, territorialisation and socio-spatial changes.

Growth processes are a fundamentally different approach compared to probability-driven exponential models covered in earlier chapters. This chapter studies how growth rules can be designed to mimic processes observed in the real world, and how the process can be mathematically analyzed in order to obtain information about the likely topological properties of the resulting networks. The configuration (stub joining) model is described, including a careful discussion of how bias can be introduced if backtracking is used instead of restarting if stubs join to form a self or double link. The second class of models looked at is preferential attachment. The simplest variants of this are analyzed with a master equation approach, in order to introduce this technique as a way of obtaining analytical information about the expected properties of the generated graphs. Extensive references are provided to the numerous variants and extensions of both of these models.

This book explores analytical sociology as an approach for explaining important social facts such as network structures, patterns of residential segregation, typical beliefs, and cultural tastes. It brings together some of the most prominent analytical sociologists in Europe and the United States in an effort to clarify the distinctive features of the approach and to further its development. The volume is organized into four parts. Part I describes the foundations of analytical sociology while Part II discusses the role of action and interaction in explaining diverse social processes such as emotions and beliefs. Part III looks at the macroscopic social dynamics brought on by the activation of the cog-and-wheel mechanisms, tackling topics ranging from segregation dynamics to divorce and social influence. Part IV concludes the book by asking how analytic sociology relates to other fields and approaches such as game theory, analytic ethnography, and historical sociology.

This chapter examines the role of democracy and other characteristics that affect cooperation and conflict in the traditional literature. It assesses the more recent contribution of network analytic studies to the understanding of conflict and cooperation processes. Key contributions of network studies include controlling for network effects on dyadic conflict and cooperation, corroborating some of the key results of non-network studies, and clarifying important debates in the literature on cooperation and conflict. Most of the contributions of the network analytic studies of conflict and cooperation are dyadic in nature. The few systemic or group-level analyses of international cooperation show significant promise, but until recently there has been little effort to extend traditional units of analysis to some of the more important units derived from network analysis. The chapter demonstrates some of the potential of such approaches via an analysis of democracy’s role in the emergence of cooperative international communities.

A recent development in the field of terrorism studies is the growing understanding that analytical frameworks that focus on in-group social processes are highly effective in improving our understanding of the inner dynamics of terrorist groups. Many students of terrorism have begun to challenge some fundamental conventions regarding the way terrorist groups emerge and operate and the relations between members’ roles and profiles. Less attention has been given to the potential contribution of network science to understanding the relations between terrorist groups, as well as the factors shaping polities’ responses to terrorism. This chapter fills these gaps by explaining how network science can increase understanding of how terrorist groups compete, cooperate, and merge or split, as well as the dilemmas involved in responses to terrorism, which mostly involve coordination and cooperation on the international and national levels among various levels of government and agencies.

The life sciences are now a significant contributor to the ever expanding digital universe of data, and stand poised to lead in both the generation of big data and the realization of dramatic benefit from it. We can now score variations in DNA across whole genomes; RNA levels and alternative isoforms, metabolite levels, protein levels, and protein state information across the transcriptome, metabolome and proteome; methylation status across the methylome; and construct extensive protein–protein and protein–DNA interaction maps, all in a comprehensive fashion and at the scale of populations of individuals. This chapter describes a number of analytical approaches aimed at inferring causal relationships among variables in very large-scale datasets by leveraging DNA variation as a systematic perturbation source. The causal inference procedures are also demonstrated to enhance the ability to reconstruct truly predictive, probabilistic causal gene networks that reflect the biological processes underlying complex phenotypes like disease.

This chapter focuses on the wider cultural and psychological ramifications of chromaticism in film music. It is argued that pantriadicism strives for a specific affect: wonderment, and with it two subsidiary psychological states, frisson and awe. Both literary and cognitive/psychological accounts are given for this affect’s connection with harmony, with particular emphasis on the relationship of emotion and musical expectation. Frisson and awe have distinctive temporal profiles, leading to an evaluation of theoretical and empirical work on subjective temporality in connection with chromaticism. The analytical ramifications of this theory of chromatic temporality are examined with respect to a single large-scale case study, Howard Shore’s music for the Lord of the Rings trilogy. In the process, the author finds ways of integrating two traditionally separate analytical approaches: transformational networks and cognitive models of musical expectation.

The book is a comprehensive examination of John Cage’s seminal Concert for Piano and Orchestra. It places the piece into its many contexts, examining its relationship with Cage’s compositional practice of indeterminacy more generally, the importance of Cage’s teacher, Arnold Schoenberg, on the development of his structural thought, and the impact of Cage’s (mis)understanding of jazz. It discusses, on the basis of Cage’s sketches and manuscripts, the compositional process at play in the piece. It details the circumstances of the piece’s early performances—often described as catastrophes—its recording and promotion, and the part it played in Cage’s (successful) hunt for a publisher. It examines in detail the various ways in which Cage’s pianist of choice, David Tudor, approached the piece, differing according to whether it was to be performed with an orchestra, alongside Cage delivering the lecture, ‘Indeterminacy’, or as a piano solo to accompany Merce Cunningham’s choreography Antic Meet. It demonstrates the ways in which, despite indeterminacy, the instrumental parts of the piece are amenable to analytical interpretation, especially through a method which exposes the way in which those parts form a sort of network of statistical commonality and difference, analysing, too, the pianist’s part, the Solo for Piano, on a similar basis, discussing throughout the practical consequences of Cage’s notations for a performer. It shows the way in which the piece played a central role, first, in the construction of who Cage was and what sort of composer he was within the new musical world but, second, how it came to be an important example for professional philosophers in discussing what the limits of the musical work are.

Recent work in the philosophy of language has emphasized the importance of ‘stimulus-independent’ representational abilities in understanding both the nature of concepts and the extent to which concepts play a role in the thoughts of non-humans. This recent work dovetails in significant and interesting ways with Terrence Deacon’s work on symbols and with more recent work in continental philosophy on symbolism, language, actor-network theory, and analytic work in the philosophy of skill. It is in light of this work that this chapter revisit Whitehead’s book Symbolism: Its Meaning and Effect. In particular, it argues that the claim of many commentators, both early and late, that Whitehead is a panpsychist is a mistake, and relies upon an understanding of experience and subjectivity that Whitehead seeks to account for rather than presuppose. In his account of experience and subjectivity, it is rather a non-subjective, pre-individual process of individuation that allows for the possibility of an identifiable subjective experience, and hence for the claims of panpsychism. Whitehead’s understanding and account of these processes is able to account for an indeterminate variety of types and degrees of experience, and in a way that avoids both a reductive materialism and a reductive panpsychism.

Climate change threatens humanity and the planet on which we live. Social inequities, including in the health outcomes that different population groups enjoy, also pose a threat to humanity and our freedom to live healthy and flourishing lives. This book makes three key contributions to the current understanding of climate change and health inequity. First, it describes how climate change interacts with the social determinants of health and exacerbates existing health inequities. Second, the book introduces the concept of a “consumptagenic system.” This is an integrated network of market-based policies, processes, governance, and modes of understanding that fuel unhealthy and environmentally destructive production and consumption. Finally, the book outlines some of the progressive steps that are necessary to move from denial and inertia toward effective mobilization against the status quo and hope for the future. The book argues that this requires a systems approach and calls for action that uses fit-for-purpose knowledge and analytical tools from across the sciences, social sciences, and even humanities. The book finishes with the offer of a policy vision and describes some pathways forward across economic, social, and health policy domains that will reduce inequality, mitigate further environmental degradation, and improve health.

For all nation-states, the context in which public policies must be developed and applied continues to become more complex and demanding. Yet policy studies has not fully responded to the challenges and opportunities represented by these developments. While governance has drawn attention to a globalising and network-based policy world, politics and the role of the state have been de-emphasised. The book addresses this imbalance through a process of reconsideration – re-visiting traditional policy-analytic concepts and re-developing and extending new ones. The objects of reconsideration are of two types: firstly, themes relating to ‘deep’ policy: policy systems; institutions, the state and borders; and secondly, policy-in-action: information, advice, implementation and policy change. Through these eight perspectives, each developed as a chapter of this book, the authors have produced a melded approach to policy, which they call systemic institutionalism. They define this approach as one that provides a broad analytic perspective that links policy with governance (implemented action) on the one hand, and the state (structured authority) on the other. By identifying research agendas based on these insights, the book suggests how real world issues might be substantively addressed, in particular more complex and challenging issues, through examples that bring out the ‘policy’ (the history and potential for collective public action) in the system.

This book is about holistic innovation policy: its theoretical foundations, its problem-oriented approach, and its instrument choices. We start with the observation that most of the current innovation policies are not holistic because they only focus on a few determinants of innovation processes. This book provides a theoretically anchored foundation for the design of holistic innovation policy by identifying the core policy problems that tend to afflict the activities of innovation systems, including the unintended consequences of policy itself. This is a necessary stepping stone for the identification of viable, relevant, and down-to-earth policy solutions. The book also offers a critical analysis of policy instruments and their choice in innovation policy design. It is not a ‘recipe’ nor a ‘how-to’ guide. Instead, it provides analytical depth and substantial considerations about the ways in which policy might be providing solutions to problems in systems of innovation. After introducing its conceptual framework about innovation and innovation policy, the book delves into the following areas of innovation policy-making: knowledge production and research and development; education, training, and skills development; functional procurement as demand-side; change of organizations through entrepreneurship and intrapreneurship; interaction and innovation networks; changing institutions and regulations; and the public financing of early stage innovations. Its critical and novel perspective serves policy-makers, scholars, and anyone interested in the design of innovation policy. The summary chapter (Chapter 12) can be read independently of the rest of the book.

Neuropsychology as a field has been slow to embrace and exploit the potential offered by technology to either make the assessment process more efficient or to develop new capabilities that augment the assessment of cognition. The Role of Technology in Clinical Neuropsychology details current efforts to use technology to enhance cognitive assessment with an emphasis on developing expanded capabilities for clinical assessment. The first sections of the book provide an overview of current approaches to computerized assessment along with newer technologies to assess behavior. The next series of chapters explores the use of novel technologies and approaches in cognitive assessment as they relate to developments in telemedicine, mobile health, and remote monitoring including developing smart environments. While still largely office-based, health care is increasingly moving out of the office with an increased emphasis on connecting patients with providers, and providers with other providers, remotely. Chapters also address the use of technology to enhance cognitive rehabilitation by implementing conceptually-based games to teach cognitive strategies and virtual environments to measure outcomes. Next, the chapters explore the use of virtual reality and scenario-based assessment to capture critical aspects of performance not assessed by traditional means and the implementation of neurobiological metrics to enhance patient assessment. Chapters also address the use of imaging to better define cognitive skills and assessment methods along with the integration of cognitive assessment with imaging to define the functioning of brain networks. The final section of the book discusses the ethical and methodological considerations needed for adopting advanced technologies for neuropsychological assessment. Authored by numerous leading figures in the field of neuropsychology, this volume emphasizes the critical role that virtual environments, neuroimaging, and data analytics will play as clinical neuropsychology moves forward in the future.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.