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Journal articles on the topic 'Permanent permanent'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Chen, Zhi, Jiawei Li, Lizhen Yang, Zelin Zhu, and Lei Cao. "Inequalities for permanents and permanental minors of row substochastic matrices." Electronic Journal of Linear Algebra 35 (December 22, 2019): 633–43. http://dx.doi.org/10.13001/ela.2019.5143.

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In this paper, some inequalities for permanents and permanental minors of row substochastic matrices are proved. The convexity of the permanent function on the interval between the identity matrix and an arbitrary row substochastic matrix is also proved. In addition, a conjecture about the permanent and permanental minors of square row substochastic matrices with fixed row and column sums is formulated.

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2

Melo, Nuno Filipe Alves Correia de, Orlando Knapp, Nilson Wanderley Nunes Pinho Pinho, and Márcio Alexandre Alves Maia Martos. "50 ANOS DA RESTAURAÇÃO DO DIACONATO PERMANENTE NA ARQUIDIOCESE DE BELÉM: CRISTO SERVO NA CARIDADE E NA PALAVRA." PARALELLUS Revista de Estudos de Religião - UNICAP 10, no. 25 (April 15, 2020): 369. http://dx.doi.org/10.25247/paralellus.2019.v10n25.p369-384.

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Com o presente trabalho, buscou-se identificar e analisar a restauração do diaconato permanente efetuada pelo Concílio Ecumênico Vaticano II, na Arquidiocese de Belém. Inicia com uma breve retrospectiva histórica, e os motivos de sua restauração pelo Concílio Ecumênico Vaticano II, as questões de sua identidade teológica e a especificidade de sua tarefa ministerial. Na Arquidiocese de Belém, em 2019, completam-se 50 anos de restauração do diaconato permanente como grau próprio. Atualmente, cento e quarenta e quatro diáconos permanentes estão incardinados, em sessenta e uma paróquias e reitorias da Arquidiocese. E estão em formação na Escola Diaconal Santo Efrém, cento e treze candidatos em três turmas. Através deste trabalho, concluiu-se, que a Arquidiocese de Belém está buscando consolidar o diaconato permanente, através de sua distribuição em 68% das paróquias. Consciente que os diáconos permanentes, apresentam uma consciência madura e harmônica sobre o serviço à Igreja e os deveres familiares, a receptividade positiva por parte das comunidades, e indícios de maturidade na fé, sobretudo pelas experiências de disponibilidade, caridade e responsabilidade nos três âmbitos profissional, familiar e eclesial. 50 YEARS OF THE RESTORATION OF THE PERMANENT DIACONATE IN THE ARCHDIOCESE OF BELÉM: Christ Servant in Charity and in the WordABSTRACTThe present work sought to identify and analyze the restoration of the permanent diaconate effected by the Second Vatican Ecumenical Council in the Archdiocese of Belém. It begins with a brief historical retrospective and the reasons for its restoration by the Second Vatican Ecumenical Council, the questions of its theological identity and the specificity of its ministerial task. In the Archdiocese of Belém, in 2019, 50 years of restoration of the permanent diaconate are complete as a proper degree. Currently, one hundred and forty-four permanent deacons are incardinated in sixty-one parishes and rectory of the Archdiocese. In addition, they are in formation at the Santo Efrém Diaconal School, one hundred and thirteen candidates in three classes. Through this work, it was concluded that the Archdiocese of Belém is seeking to consolidate the permanent diaconate through its distribution in 68% of the parishes. Aware that the permanent deacons present a mature and harmonious conscience about the service to the Church and the duties positive receptivity on the part of the communities, and signs of maturity in the faith, above all by the experiences of availability, charity and responsibility in the three professional, family and ecclesial spheres.Keywords: 1 Diakonia. 2 Deacon. 3 Service. 4 Catholic Church

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3

Brownell, Jason. "When “Permanent” Really Means Permanent." Plastics Engineering 71, no. 6 (June 2015): 28–32. http://dx.doi.org/10.1002/j.1941-9635.2015.tb01374.x.

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4

CHENG, MARIAH MANTSUN, and ARNE L. KALLEBERG. "How Permanent was Permanent Employment?" Work and Occupations 24, no. 1 (February 1997): 12–32. http://dx.doi.org/10.1177/0730888497024001003.

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5

Ivancheva, Mariya P. "Between Permanent Revolution and Permanent Liminality." Latin American Perspectives 44, no. 1 (September 22, 2016): 251–66. http://dx.doi.org/10.1177/0094582x16666021.

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After traditional academics mobilized university autonomy against government intervention and supported the coup d’état against Hugo Chávez, his government created a parallel system of public universities. María Egilda Castellano headed the effort to extend university access to poor Venezuelans. The events of her terms as vice minister of education (1999–2002) and rector of the Bolivarian University (2003–2004) and her subsequent career show the difficulty the Bolivarian government has had in creating sustainable institutions and challenge the applicability of the concept of permanent revolution to the Bolivarian process. Después de que los académicos tradicionales usaron la autonomía universitaria en contra de la intervención del gobierno y apoyaron el golpe de estado contra Hugo Chávez, su gobierno creó un sistema paralelo de universidades públicas. María Egilda Castellano dirigió el esfuerzo por extender el acceso a las universidades a los venezolanos pobres. Los resultados de su trabajo como vice ministra de educación (1999–2002) y rectora de la Universidad Bolivariana (2003–2004) y su subsiguiente carrera profesional demuestran la dificultad que el gobierno bolivariano ha tenido para crear instituciones sostenibles y pone en duda la aplicabilidad del concepto de revolución permanente al proceso bolivariano.

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6

ROSENFELD, LYNDA E. "Temporary Permanent or Permanent Temporary Pacing?" Pacing and Clinical Electrophysiology 34, no. 6 (March 31, 2011): 670–71. http://dx.doi.org/10.1111/j.1540-8159.2011.03086.x.

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7

Murphy, Chris L. "What makes the permanent articular cartilage permanent?" Arthritis & Rheumatism 63, no. 9 (August 31, 2011): 2564–66. http://dx.doi.org/10.1002/art.30339.

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8

Stefanie Wortman. "PERMANENT COLLECTION." Antioch Review 70, no. 4 (2012): 715. http://dx.doi.org/10.7723/antiochreview.70.4.0715.

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9

Elizabeth Dickens. "“Permanent Books”:." Journal of Modern Periodical Studies 2, no. 2 (2011): 165. http://dx.doi.org/10.5325/jmodeperistud.2.2.0165.

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10

Ruthchild, Rochelle G., Lena Jedwab Rozenberg, and Solon Beinfeld. "Permanent Exile." Women's Review of Books 20, no. 5 (February 2003): 7. http://dx.doi.org/10.2307/4024112.

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11

Fee, Willard E. "Permanent Tracheostomy." Japanese jornal of Head and Neck Cancer 12 (1985): 46–47. http://dx.doi.org/10.5981/jjhnc1974.12.46.

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12

van der Linden, Harry. "Permanent Wartime." Radical Philosophy Review 16, no. 3 (2013): 831–35. http://dx.doi.org/10.5840/radphilrev201316366.

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13

McDonald, Peter, Brendan Kennelly, and Sean Dunne. "Permanent Beginning." Irish Review (1986-), no. 1 (1986): 110. http://dx.doi.org/10.2307/29735264.

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14

Laiscelles, Karen. "Permanent pacemakers." Nursing Standard 9, no. 20 (February 8, 1995): 52–53. http://dx.doi.org/10.7748/ns.9.20.52.s55.

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15

Fisher, John F. "Permanent resident." Medical Education Online 21, no. 1 (January 1, 2016): 31160. http://dx.doi.org/10.3402/meo.v21.31160.

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16

Roewe, Raymond F. "Permanent tracheostomy." Journal of Oral and Maxillofacial Surgery 43, no. 8 (August 1985): 652. http://dx.doi.org/10.1016/0278-2391(85)90147-8.

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17

Kohlmeyer, Jan E., and Brigitte Volkmann-Kohlmeyer. "Permanent Slides." Mycological Research 105, no. 1 (January 2001): 4. http://dx.doi.org/10.1017/s0953756200259832.

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18

Singh, Gary. "Going Permanent." IEEE Computer Graphics and Applications 39, no. 2 (March 1, 2019): 5–7. http://dx.doi.org/10.1109/mcg.2019.2893119.

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19

Schroer, Kay, and Nelson Powell. "Permanent Eyeliner." AORN Journal 43, no. 3 (March 1986): 648–54. http://dx.doi.org/10.1016/s0001-2092(07)65035-2.

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20

Coey, J. M. D. "Permanent magnetism." Solid State Communications 102, no. 2-3 (April 1997): 101–5. http://dx.doi.org/10.1016/s0038-1098(96)00712-0.

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21

Feldstein, David. "Permanent Patients." Journal of Gerontological Social Work 8, no. 3-4 (May 22, 1985): 121–40. http://dx.doi.org/10.1300/j083v08n03_08.

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22

Vlazny, Adalbert L. "Temporarily Permanent." Journal of the American Dental Association 122, no. 1 (January 1991): 14. http://dx.doi.org/10.14219/jada.archive.1991.0008.

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23

Bloomfield, P., and H. C. Miller. "Permanent pacing." BMJ 295, no. 6601 (September 26, 1987): 741–44. http://dx.doi.org/10.1136/bmj.295.6601.741.

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24

Brogan, Mark. "Permanent record." Archives and Manuscripts 48, no. 3 (March 30, 2020): 348–51. http://dx.doi.org/10.1080/01576895.2020.1741012.

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Ali, Syed. "Permanent Impermanence." Contexts 9, no. 2 (May 2010): 26–31. http://dx.doi.org/10.1525/ctx.2010.9.2.26.

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26

Hasemeier, Cathy Strachan. "Permanent Pacemaker." American Journal of Nursing 96, no. 2 (February 1996): 30–31. http://dx.doi.org/10.1097/00000446-199602000-00025.

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27

Gilbey, John. "Permanent position." Nature 453, no. 7197 (June 2008): 956. http://dx.doi.org/10.1038/453956a.

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Cooks, Bridget R. "Permanent Collection." Collections 10, no. 2 (June 2014): 193–212. http://dx.doi.org/10.1177/155019061401000204.

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29

Wetzel, Christine L. "Permanent Cosmetics." Plastic Surgical Nursing 32, no. 3 (2012): 117–19. http://dx.doi.org/10.1097/psn.0b013e31826929c6.

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30

John Summers. "Permanent Stranger." Reviews in American History 38, no. 2 (2010): 349–54. http://dx.doi.org/10.1353/rah.0.0203.

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31

McFarlane, Paul. "Permanent Record." Journal of Policing, Intelligence and Counter Terrorism 15, no. 1 (January 2, 2020): 94–95. http://dx.doi.org/10.1080/18335330.2020.1729395.

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32

Luneburg, Paige. "Permanent Ink." JAMA 321, no. 6 (February 12, 2019): 545. http://dx.doi.org/10.1001/jama.2019.0242.

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33

Valeras, Aimee Burke. "The Permanent." JAMA Oncology 2, no. 6 (June 1, 2016): 743. http://dx.doi.org/10.1001/jamaoncol.2016.1393.

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34

Sallaz, Jeffrey J. "Permanent Pedagogy." Work and Occupations 42, no. 1 (October 20, 2014): 3–34. http://dx.doi.org/10.1177/0730888414551207.

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35

Smith, R. J. "Permanent Finishes." Journal of the Society of Dyers and Colourists 54, no. 9 (October 22, 2008): 407–13. http://dx.doi.org/10.1111/j.1478-4408.1938.tb02024.x.

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36

Stewart, Jane V., and Anna Maria Sheehan. "Permanent pacemakers." Journal of Cardiovascular Nursing 5, no. 3 (April 1991): 32–43. http://dx.doi.org/10.1097/00005082-199104000-00006.

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37

Young, M. "Permanent War." positions: east asia cultures critique 13, no. 1 (March 1, 2005): 177–93. http://dx.doi.org/10.1215/10679847-13-1-177.

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38

Lesage, Dieter. "Permanent Performance." Performance Research 17, no. 6 (December 2012): 14–21. http://dx.doi.org/10.1080/13528165.2013.775752.

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39

Randsborg, Klavs. "PERMANENT LINES." Acta Archaeologica 79, no. 1 (July 2008): 246–49. http://dx.doi.org/10.1111/j.1600-0390.2008.00117.x.

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40

Hames, Peter. "Permanent subversion." Index on Censorship 24, no. 6 (November 1995): 123–25. http://dx.doi.org/10.1080/03064229508536004.

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41

Corner, W. D. "Permanent magnets." Physics in Technology 19, no. 4 (July 1988): 158–65. http://dx.doi.org/10.1088/0305-4624/19/4/305.

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42

Cekic, Jovan. "Permanent crisis." Kultura, no. 147 (2015): 33–51. http://dx.doi.org/10.5937/kultura1547033c.

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43

Adams, James D. "Permanent Differences in Unemployment and Permanent Wage Differentials." Quarterly Journal of Economics 100, no. 1 (February 1985): 29. http://dx.doi.org/10.2307/1885734.

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44

Lage, Maureen J. "The permanent income hypothesis under permanent-transitory confusion." Journal of Economics and Business 49, no. 1 (February 1997): 77–90. http://dx.doi.org/10.1016/s0148-6195(96)00042-2.

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45

Carvalho, Maria de Lourdes, Luís Alcoforado, and Ellen Rose Sousa Santos. "Percepção dos gestores regionais de saúde sobre a política nacional de educação permanente em saúde no Estado do Maranhão-Brasil." Revista Educação e Emancipação 13, no. 2 (August 30, 2020): 228. http://dx.doi.org/10.18764/2358-4319.v13n2p228-249.

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A Política Nacional de Educação Permanente em Saúde (PNEPS) surge da regulamentação do artigo 200 da Constituição Federal de 1988 e estabelece o princípio de ordenar a formação de recursos humanos na saúde visando mudanças na realidade de trabalho dos profissionais. Instituída em 2004, a PNEPS atribui aos gestores municipais de saúde a condução do planejamento regional, pactuação de recursos, definição de prioridades e apoio ao planejamento local da Educação Permanente em Saúde, (2004). Em 2017, buscando o fortalecimento e consolidação da PNEPS, o Ministério da Saúde desencadeou um processo de discussão nacional onde foram identificadas divergências na concepção dos gestores sobre educação permanente, fato considerado entrave para a consolidação da política. A partir disto, foi lançado o Programa para o Fortalecimento das Práticas de Educação Permanente em Saúde no Sistema Único de Saúde (PRO EPS-SUS). No Maranhão, foram realizadas 10 oficinas, contemplando as 19 regionais de saúde do Estado. O objetivo deste estudo foi identificar a percepção dos gestores sobre a Educação Permanente em Saúde. Tratou-se de um estudo qualitativo desenvolvido a partir das oficinas do PRO EPS-SUS no Maranhão, das quais participaram 146 gestores. A coleta das informações se deu a partir do painel “Qual o seu entendimento sobre a Política Nacional de Educação Permanente em Saúde?” Percebeu-se que eles ainda têm dificuldade na conceituação da Educação Permanente em Saúde e na diferenciação desta de outras ações do campo da Educação na Saúde, como a Educação Continuada e a Educação em Saúde.Palavras-chaves: Educação permanente. Saúde. Política pública.Perception of regional health managers about the national policy for permanent education in health in the State of Maranhão-BrazilABSTRACTThe National Policy for Permanent Education in Health (PNEPS) increased article 200 of the Federal Constitution 88 and established the principle of ordering the training of human resources in health that change the reality of the professionals' work. Established in 2004, a PNEPS assigns municipal health managers to conduct regional planning, agree on resources, define monitoring and support local planning for Permanent Health Education (BRASIL, 2004). In 2017, seeking to strengthen and consolidate the PNEPS, the Ministry of Health initiated a process of national discussion, where divergences were identified in the managers' analysis of permanent education, a fact considered an obstacle to policy politics (BRASIL, 2017b). Based on this, the Program for Strengthening Permanent Health Education Practices in the Unified Health System (PRO EPS-SUS) was launched. In Maranhão, 10 workshops were held, covering the 19 regional health regions of the State. The objective of this study was to identify the managers' perception of Permanent Education in Health. This was a qualitative study developed from the PRO EPS-SUS workshops in Maranhão, of which 146 146 managers. Information was collected from the panel “What is your understanding of the National Policy for Permanent Education in Health?” It is noticed that they still have difficulties in the concept of Permanent Education in Health and differentiation among other actions in the field of Health Education, such as Continuing Education and Health Education.Keywords: Permanent education. Health. Public policy.Percepción de los gerentes regionales de salud sobre la política nacional para la educación permanente en salud en el estado de Maranhão-BrasilRESUMENLa Política Nacional para la Educación Permanente en Salud (PNEPS) aumentó el artículo 200 de la Constitución Federal 88 y estableció el principio de ordenar la formación de recursos humanos en salud que cambien la realidad del trabajo de los profesionales. Establecido en 2004, un PNEPS asigna gerentes de salud municipales para llevar a cabo la planificación regional, acordar recursos, definir el monitoreo y apoyar la planificación local para la Educación Permanente en Salud (BRASIL, 2004). En 2017, buscando fortalecer y consolidar el PNEPS, el Ministerio de Salud inició un proceso de discusión nacional, donde se identificaron divergencias en los análisis de los gerentes sobre educación permanente, un hecho considerado un obstáculo para la política (BRASIL, 2017b). En base a esto, se lanzó el Programa para Fortalecer las Prácticas de Educación Permanente en Salud en el Sistema Único de Salud (PRO EPS-SUS). En Maranhão, se realizaron 10 talleres, que abarcan las 19 regiones regionales de salud del Estado. El objetivo de este estudio fue identificar la percepción de los gerentes de la Educación Permanente en Salud. Este fue un estudio cualitativo desarrollado a partir de los talleres PRO EPS-SUS en Maranhão, de los cuales 146 146 gerentes. Se recopiló información del panel "¿Cuál es su comprensión de la Política Nacional para la Educación Permanente en Salud?" Se observa que todavía tienen dificultades en el concepto de Educación Permanente en Salud y la diferenciación entre otras acciones en el campo de la Educación en Salud, como la Educación Continua y la Educación en Salud.Palabras clave: Educacion permanente. Salud. Política pública.

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46

Pouliot, Daniel, and Jean-Jacques Frenette. "Development and Growth of Northern Leopard Frog, Lithobates pipiens, Tadpoles in North American Waterfowl Management Plan Permanent Basins and in Natural Wetlands." Canadian Field-Naturalist 124, no. 2 (April 1, 2010): 159. http://dx.doi.org/10.22621/cfn.v124i2.1055.

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We monitored the development and growth of a cohort of Northern Leopard Frog (Lithobates pipiens) tadpoles, in one North American Waterfowl Management Plan (NAWMP) permanent basin and in one natural environment, a bay of the St. Lawrence River. We wanted to know if this kind of artificial wetland could be considered as suitable habitat for this declining species and compare the environment that was provided to the tadpoles to those found in natural conditions. We also measured metamorphs' snout-vent length at three different permanent basins and natural bays to verify if the results from the detailed monitoring could be generalized. Our results have showed that the tadpoles were able to complete their development in the permanent basin and that their growth was superior to those from the natural site. The metamorphs from the permanent basins were also, on average, longer than those from the natural sites. The NAWMP permanent basins are suitable for the Northern Leopard Frog and could be a useful tool in the conservation of this species.Nous avons suivi le développement et la croissance d'une cohorte de têtards de Grenouille Léopard du Nord (Lithobates pipiens) dans un bassin permanent du Plan Nord Américain de Gestion de la Sauvagine (PNAGS) et dans un site naturel, une baie du fleuve Saint-Laurent. Nous voulions vérifier si ce type d'aménagement pouvait être considéré comme un habitat potentiel pour cette espèce en déclin et comparer les conditions environnementales disponibles pour les têtards. Nous avons aussi mesuré la longueur museau-cloaque des métamorphes provenant de trois bassins permanents et de trois baies du Saint-Laurent pour vérifier si les résultats obtenus par le suivi détaillé pouvaient être généralisés. Nos résultats ont montré que les têtards pouvaient compléter leur développement dans le bassin permanent et que leur croissance était aussi supérieure que dans le site naturel. Les métamorphes des trois bassins permanents étaient aussi, en moyenne, de taille supérieure à que ceux des sites naturels. Les bassins permanents du PNAGS peuvent être considérés comme des habitats potentiels pour la Grenouille Léopard du Nord. Ils pourraient représenter des outils utiles pour la conservation de cette espèce.

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47

Testa, Mark, Kristen Woodruff, Roseana Bess, Jerry Milner, and Maria Woolverton. "Every Child Deserves a Permanent Home: The Permanency Innovations Initiative." Future of Children 29, no. 1 (2019): 145–62. http://dx.doi.org/10.1353/foc.2019.0006.

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48

Ware, Coral Mary. "WHAT PRICE PERMANENCE? WHY AUSTRALIA USES SO LITTLE PERMANENT PAPER." AICCM Bulletin 16, no. 4 (January 1990): 59–68. http://dx.doi.org/10.1179/bac.1990.16.4.007.

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49

Santos, Vanessa Schweitzer dos, Gabriel Grabowski, and Jairo Lizandro Schmitt. "FORMAÇÃO INICIAL E CONTINUADA DE PROFESSORES DO COLETIVO EDUCADOR AMBIENTAL DE NOVO HAMBURGO/RS E SUA PERCEPÇÃO SOBRE AS PRÁTICAS EDUCATIVAS AMBIENTAIS REALIZADAS." Revista Conhecimento Online 3 (September 29, 2020): 50. http://dx.doi.org/10.25112/rco.v3i0.1869.

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RESUMOAs práticas de Educação Ambiental (EA) devem ser inseridas permanentemente e de maneira interdisciplinar nos currículos escolares, promovendo boas práticas ambientais aos estudantes. Quando estes educandos vivenciam práticas ambientais adequadas, podem adquirir competências e criticidade para agirem adequadamente, no plano ambiental. Compreende-se que os docentes envolvidos nestes processos são fundamentais para o sucesso das atividades. Torna-se importante verificar a maneira como a EA acontece, fundamentalmente no ensino público. O presente trabalho verificou a formação docente dos profissionais envolvidos com EA realizada na Rede Municipal de Ensino de Novo Hamburgo/RS, com questionários. Nesta rede pública há um grupo docente em formação permanente em EA, denominado Coletivo Educador Ambiental, do qual fazem parte os professores participantes da pesquisa. Foi verificada também a percepção destes docentes referente às práticas educativas ambientais realizadas, no âmbito do Coletivo Educador. O grupo entrevistado percebe as ações de EA desenvolvidas positivamente, em sua maioria, considerando que as mesmas fazem diferença nas comunidades envolvidas. Verifica-se a demanda por ações mais práticas e contínuas e a necessidade de condições favoráveis à realização da EA. Concluiu-se que desenvolver a EA por meio de um grupo docente em formação permanente, promovendo estas ações enquanto rede de ensino, é uma boa alternativa de inserção da EA na rede pública. Esta formatação atende duas orientações presentes tanto na Política Nacional de EA quanto nas Diretrizes Curriculares Nacionais para a EA: formação permanente dos recursos humanos envolvidos e o desenvolvimento de atividades permanentes e interdisciplinares, sem uma disciplina específica para esta finalidade.Palavras-chave: Coletivo educador. Educação ambiental. Ensino público. Formação docente. Práticas educativas ambientais.ABSTRACTEnvironmental Education (EE) practices should be inserted permanently and interdisciplinarily in school curricula, promoting good environmental practices for students. When these learners experience appropriate environmental practices, they can acquire the skills and criticality to act appropriately, in the environmental field. It is understood that the teachers involved in these processes are fundamental to the success of the activities. It becomes important to check how EA happens, fundamentally in public education. The present study verified the teacher training of the professionals involved with EE carried out in the Teaching Network of Novo Hamburgo/RS, with questionnaires. In this public network there is a teaching group in permanent formation in EE, called Collective Environmental Educator, which includes the participating teachers of the research. It was also verified the perception of these teachers regarding the environmental educational practices carried out, within the scope of the Educative Collective. The interviewed group perceives the actions of EE developed positively, in the majority, considering that they make a difference in the communities involved. There is a demand for more practical and continuous actions and the need for favorable conditions for EE. It was concluded that the development of EE through a teaching group in permanent formation, promoting these actions as a teaching network, is a good alternative for the insertion of EE into the public network. This format meets two guidelines in both the National EE Policy and the National Curricular Guidelines for EE: permanent training of the human resources involved and the development of permanent and interdisciplinary activities, without a specific discipline for this purpose.Keywords: Collective educator. Environmental education. Public education. Teacher training. Environmental education practices.

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Sydow, Jörg, and Arnold Windeler. "Temporary organizing and permanent contexts." Current Sociology 68, no. 4 (March 10, 2020): 480–98. http://dx.doi.org/10.1177/0011392120907629.

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Temporary organizing in general and project-based organizing in particular are to be understood only in relation to more permanent contexts such as organizations, inter-organizational networks, industries/fields and society. In view of the ability of organizations to balance permanency and temporariness, they are unlikely to disappear due to temporary organizing. Rather, they will continue to change their form recurrently and, thereby, remain as an essential building block of our more fluid societies today. Using a practice-based perspective informed by structuration theory and critically reviewing empirical studies of project-based organizations and inter-organizational project networks, this article provides a deeper understanding of the complex interplay between the temporary and the permanent.

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