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Journal articles on the topic 'The contextual perspective'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Baker, Ted, and Friederike Welter. "Contextual Entrepreneurship: An Interdisciplinary Perspective." Foundations and Trends® in Entrepreneurship 14, no. 4 (2018): 357–426. http://dx.doi.org/10.1561/0300000078.

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2

Oldaker, Syble. "Entrepreneurial ethics: A contextual perspective." Journal of Professional Nursing 11, no. 1 (January 1995): 6. http://dx.doi.org/10.1016/s8755-7223(95)80066-2.

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3

Bailey, Stephen. "CONTEXTUAL CONVERSION: AN ANTHROPOLOGICAL PERSPECTIVE." Review of Faith & International Affairs 7, no. 1 (March 2009): 47–56. http://dx.doi.org/10.1080/15570274.2009.9523380.

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4

Mau, Steffen, and Jan Mewes. "HORIZONTAL EUROPEANISATION IN CONTEXTUAL PERSPECTIVE." European Societies 14, no. 1 (December 7, 2011): 7–34. http://dx.doi.org/10.1080/14616696.2011.638083.

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5

&NA;. "Women and Leadership: A Contextual Perspective." American Journal of Nursing 97, no. 3 (March 1997): 16B—16D. http://dx.doi.org/10.1097/00000446-199703000-00015.

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6

Lee, Min-Woo. "Semantic relations from the contextual perspective." Korean Semantics 66 (December 31, 2019): 101–20. http://dx.doi.org/10.19033/sks.2019.12.66.101.

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7

Oakes, Jeannie. "Tracking in Secondary Schools: A Contextual Perspective." Educational Psychologist 22, no. 2 (March 1987): 129–53. http://dx.doi.org/10.1207/s15326985ep2202_3.

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8

Graves, Kathleen. "The language curriculum: A social contextual perspective." Language Teaching 41, no. 2 (April 2008): 147–81. http://dx.doi.org/10.1017/s0261444807004867.

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This article examines curriculum from a social contextual perspective in which enactment – teaching and learning – is the central process, to which planning and evaluation contribute. It looks at the ways two kinds of contexts, target-language embedded and target-language removed, influence language curriculum planning and enactment. It provides a brief history of syllabus design and a rationale for moving beyond syllabus as the primary construct for curriculum planning. It then explores the classroom as the context of enactment and the role of the teacher as catalyst for curriculum change. It reconceptualizes the classroom as a learning community with potential links with real, virtual and imagined communities. It briefly explores integrated approaches to evaluation and assessment and concludes with examples of promising directions and suggestions for further research. Examples of practice that illustrate concepts are provided throughout the article.

9

Schoonjans, Els. "A contextual perspective on oral L2 fluency." EUROSLA Yearbook 12 (August 8, 2012): 135–63. http://dx.doi.org/10.1075/eurosla.12.08sch.

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This paper reports on a study investigating the impact of differences in the learning context on oral L2 fluency outcomes. The study specifically focuses on the effect of different levels of L1 and L2 prominence (as determined by their status, functions roles and domains of use) in the extracurricular context on the speed, breakdown and repair fluency of the L2 speech of German learners of English (ages 8–14). Controlled variation of L1 and L2 prominence is observed across 4 different authentic language learning contexts. The results demonstrate an effect of different levels of L2 prominence on L2 speed and breakdown fluency and grant support to a gradient operationalization of language prominence. We further suggest that L1 prominence is a relevant factor in the operationalization of context. The different dimensions of fluency (i.e., speed, breakdown and repair fluency) are affected differently by elements in the learning context, which confirms the multilayered approach to the construct.

10

Vang, Jan. "Entrepreneurship in Western Europe: a contextual perspective." European Planning Studies 25, no. 6 (March 2017): 1099–100. http://dx.doi.org/10.1080/09654313.2017.1294380.

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11

Magner, Colleen. "Contextual leadership development: a South African perspective." European Business Review 20, no. 2 (March 7, 2008): 128–41. http://dx.doi.org/10.1108/09555340810858270.

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12

Karyda, Maria, Evangelos Kiountouzis, and Spyros Kokolakis. "Information systems security policies: a contextual perspective." Computers & Security 24, no. 3 (May 2005): 246–60. http://dx.doi.org/10.1016/j.cose.2004.08.011.

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13

Kastner, Philipp. "Teaching International Criminal Law from a Contextual Perspective." International Criminal Law Review 19, no. 3 (May 11, 2019): 532–49. http://dx.doi.org/10.1163/15718123-01903003.

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After a period of overwhelmingly doctrinal research following the establishment of international criminal justice institutions in the 1990s and early 2000s, international criminal law (icl) research has become increasingly self-reflexive and critical. However, the teaching practice of icl seems to have remained focused on a doctrinal analysis of statutes and the jurisprudence of international tribunals. This article discusses a possible way of incorporating the critical turn in icl scholarship into teaching, namely through a contextual perspective. In this perspective, the context of the substance, procedures, objectives, justifications and impacts of the field is foregrounded, instead of being presented as background beyond the scope of analysis. Discussing some of the potential benefits, challenges and downsides of teaching icl contextually, the article concludes that there is merit in adopting and further exploring this approach, among others to educate, and not only to train, the next generation(s) of icl experts.

14

Blank, Danilo. "Injury control from the perspective of contextual pediatrics." Jornal de Pediatria 81, no. 8 (December 7, 2005): 123–36. http://dx.doi.org/10.2223/jped.1400.

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15

SHARMA, T. R. "Nuances of Sikh Politics: A Historical-Contextual Perspective." Australian Journal of Politics & History 31, no. 3 (April 7, 2008): 460–73. http://dx.doi.org/10.1111/j.1467-8497.1985.tb00130.x.

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16

Chaplin, Tara M. "Gender and Emotion Expression: A Developmental Contextual Perspective." Emotion Review 7, no. 1 (December 5, 2014): 14–21. http://dx.doi.org/10.1177/1754073914544408.

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17

Hallo, William W. "ADAPA RECONSIDERED: LIFE AND DEATH IN CONTEXTUAL PERSPECTIVE." Scriptura 87 (June 12, 2013): 267. http://dx.doi.org/10.7833/87-0-964.

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18

Proudford, Christine, and Robert Baker. "Looking at School Improvement from a Contextual Perspective." School Organisation 14, no. 1 (January 1994): 21–35. http://dx.doi.org/10.1080/0260136940140103.

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19

Siebert, Sabina, and Graeme Martin. "Reputational challenges for business schools: a contextual perspective." Education + Training 55, no. 4/5 (May 24, 2013): 429–44. http://dx.doi.org/10.1108/00400911311326054.

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20

Stone, Michael H. "Borderline Personality Disorder: Treatment from the Contextual Perspective." Psychodynamic Psychiatry 45, no. 1 (March 2017): 1–21. http://dx.doi.org/10.1521/pdps.2017.45.1.1.

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21

Mirandé, Alfredo, and Dolores V. Tanno. "Labels, researcher perspective, and contextual validation: A commentary." International Journal of Intercultural Relations 17, no. 2 (March 1993): 149–55. http://dx.doi.org/10.1016/0147-1767(93)90021-y.

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22

Martín- Murcia, Francisco, and Rafael Ferro- García. "Building the Self. A Contextual Approach." Psychology, Society, & Education 8, no. 2 (May 3, 2017): 149. http://dx.doi.org/10.25115/psye.v8i2.555.

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Abstract: We propose a review of the formation of the Self from a phenomenological-contextual perspective. This approach is justified as a way of solving the metaphors that are used to understand the formation of the Self, which usually commits either categorical and reification errors or directly aporetic arguments. The concept of the Self is not denied, given the huge reinforcement received by the human organism from infancy to tact with private experiences, and such being-in-contact is precisely the primary phenomenological experience of the Self. A genuinely behavioral explanatory model is presented, understanding the Self as a social epiphenomenon that requires a basic pre-reflective awareness in a particular cultural context that will shape it through prototypical verbal behavior in human interaction. Finally, the different stages of Self-learning are described. The discussion underlines the extraordinary importance of understanding the Self in terms of perspective, which leads to the parsimonious comprehension of the classic features attributed to the Self, such as constancy, timelessness, transcendence and interiority without elaborating mental constructs. Construyendo el Yo: un enfoque contextual Resumen: Se plantea una reconsideración de la formación del Yo desde una perspectiva fenomenológica-contextual. Se justifica dicho enfoque como una forma de resolución de las metáforas que suelen utilizarse para entender la formación de la ipseidad, en las que habitualmente se cae tanto en errores categoriales y de reificación o directamente en argumentos aporéticos. No se reniega del concepto, dado el enorme reforzamiento recibido en los organismos humanos a contactar desde la infancia con las experiencias privadas y ese estar-en-contacto es precisamente la experiencia fenomenológica primaria del Yo. Se presenta un modelo explicativo genuinamente conductual, entendiendo el Yo como un epifenómeno social que requiere una conciencia básica pre-reflexiva en un contexto cultural determinado que le dará forma a través de la conducta verbal prototípica en la interacción humana. Por último, se describen las distintas etapas del aprendizaje del Yo. Se enfatiza en la discusión la extraordinaria importancia de una comprensión del Yo en términos de perspectiva ya que permite entender de forma parsimoniosa las clásicas características atribuidas al mismo, como constancia, atemporalidad, trascendencia e interioridad sin necesidad de elaborar constructos mentales

23

Susman, Elizabeth J. "Psychological, contextual, and psychobiological interactions: A developmental perspective on conduct disorder." Development and Psychopathology 5, no. 1-2 (1993): 181–89. http://dx.doi.org/10.1017/s0954579400004338.

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AbstractAn understanding of the interactions among developmental psychobiological and psychological and contextual aspects of conduct disorder has the potential for contributing new insights on the etiology and stability of conduct problems. The purpose here is to present theoretical and methodological issues germane to integrating a psychophysiological theory of conduct disorder with psychological developmental perspectives. These issues are theoretical concerns germane to a developmental perspective on conduct disorder, stability and change in conduct disorder, and bidirectionality in biological and psychological influences on conduct disorder.

24

Bremm, Daniele, Lenice Heloísa de Arruda Silva, and Roque Ismael da Costa Güllich. "Experimentação, Ciência e Ensino: concepções e relações na formação inicial de professores do Petciências." Revista Brasileira de Educação em Ciências e Educação Matemática 4, no. 1 (May 6, 2020): 101–23. http://dx.doi.org/10.33238/rebecem.2020.v.4.n.1.24227.

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Resumo: Este artigo apresenta e analisa as concepções e relações de experimentação, Ciência e ensino pertencentes a professores de Ciências em formação inicial, participantes do Programa de Educação Tutorial (PETCiências). Foi possível verificar que os licenciandos compreendem a importância das atividades experimentais para a aprendizagem, sendo mais frequente a concepção de experimentação contextual-investigativa; já as concepções de Ciência e de ensino ainda estão em nível tradicional, mas apresentam certa tendência à evolução para perspectivas mais transformadoras e contextuais. Percebemos a importância da reflexão sobre a própria prática, por meio da escrita narrativa e apostamos no potencial do PETCiências como coletivo importante no processo de formação inicial, permitindo o diálogo intermitente entre prática e a teoria.Palavras-chave: Investigação-formação-ação; Escrita reflexiva; Ensino de Ciências. Experimentation, Science and Education: conception and relations in initial teaching formation of PetciênciasAbstract: This article presents and analyzes experimentation conceptions and interrelationships, Science and education that belongs to Science teachers in initial formation, who are part of the Tutorial Education Program (PETCiências). It was possible to verify that teachers in formation understand the importance of experimental activities to improve learning, being more frequent the investigative-contextual conception of experimentation, conceptions of science and teaching are still at the traditional level, but they tend to evolve towards more transformative and contextual perspectives. Science and teaching conception are still at the traditional level, but they already present a certain bias to evolution to a more transforming and contextual perspective. We notice the importance of thinking about your own practice, through narrative writing and we bet in PETCiências’ potential as an important collective in the initial formation process, allowing intermittent dialogue between practice and theory.Keywords: Investigation-Formation-Action; Reflective writing; Science Teaching.

25

Arzuaga, Susel. "Downsizing and Affective Organisational Commitment: A Contextual Proximity Perspective." Academy of Management Proceedings 2020, no. 1 (August 2020): 17888. http://dx.doi.org/10.5465/ambpp.2020.17888abstract.

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26

Sani, Ibrahim, and Umar Dantani. "Electoral Topography:A Contextual Perspective on Credible Election in Nigeria." IOSR Journal of Humanities and Social Science 21, no. 09 (September 2016): 20–30. http://dx.doi.org/10.9790/0837-2109132030.

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27

Kostova, Tatiana. "Transnational Transfer of Strategic Organizational Practices: A Contextual Perspective." Academy of Management Review 24, no. 2 (April 1999): 308–24. http://dx.doi.org/10.5465/amr.1999.1893938.

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28

Kostova, Tatiana. "Transnational Transfer of Strategic Organizational Practices: A Contextual Perspective." Academy of Management Review 24, no. 2 (April 1999): 308. http://dx.doi.org/10.2307/259084.

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29

Ryliškytė, Ligita. "Post-Gulag Christology: Contextual Considerations from a Lithuanian Perspective." Theological Studies 76, no. 3 (September 2015): 468–84. http://dx.doi.org/10.1177/0040563915593471.

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30

Dragoicea, Monica, Leonard Walletzky, Luca Carrubbo, Nabil Georges Badr, Angeliki Maria Toli, Frantiska Romanovska, and Mouzhi Ge. "Service Design for Resilience: A Multi-Contextual Modeling Perspective." IEEE Access 8 (2020): 185526–43. http://dx.doi.org/10.1109/access.2020.3029320.

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31

Diaz-Carrion, Rosalia, Macarena López-Fernández, and Pedro M. Romero-Fernandez. "Developing a sustainable HRM system from a contextual perspective." Corporate Social Responsibility and Environmental Management 25, no. 6 (June 6, 2018): 1143–53. http://dx.doi.org/10.1002/csr.1528.

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32

Maksimov, Vladislav, and Yadong Luo. "International Springboard by Emerging Market Enterprises: A Contextual Perspective." Academy of Management Proceedings 2014, no. 1 (January 2014): 12979. http://dx.doi.org/10.5465/ambpp.2014.12979abstract.

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33

Jonsson, Katrin, Jonny Holmström, and Per Levén. "Organizational dimensions of e-maintenance: a multi-contextual perspective." International Journal of System Assurance Engineering and Management 1, no. 3 (September 2010): 210–18. http://dx.doi.org/10.1007/s13198-011-0043-z.

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34

Manfreda, Vida. "Mathematical Literacy from the Perspective of Solving Contextual Problems." European Journal of Educational Research 10, no. 1 (January 15, 2021): 467–83. http://dx.doi.org/10.12973/eu-jer.10.1.467.

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35

Kusumastuti, Retno, Nurul Safitri, and Prima Nurita Rusmaningsih. "Towards Research University through Ambidexterity Practice: A Lecturer Perspective." Jurnal Ilmu Sosial dan Ilmu Politik 20, no. 2 (May 5, 2017): 163. http://dx.doi.org/10.22146/jsp.24800.

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The concept of ambidexterity in organization theory refers to an organization's ability to innovate in explorative manners (Duncan, 1980). Ambidexterity can be identified into structural ambidexterity and contextual ambidexterity (Tushman, O'Reilly, 1990). In small medium enterprises, for example, innovation activities take contextual form since most owners act both as entrepreneurs and business leaders (Kusumastuti, et.al., 2015), while in established corporations innovation activities generally occur in structural form. Thus research takes academic institution as its locus, within which innovation activities are mandatory for all civitas academica (academic community). The study uses mixed method for collecting data through questionnaires and in-depth interviews. It shows that university has the capacity to provide context in institutional support and remuneration system as a means stimulate lecturers and researchers to be more innovative. The scheme also provided structure at the university and faculty level as tools to coordinate and integrate research projects. The organizational learning at the individual level reflects the pattern of contextual ambidexterity process.

36

Mossige, Svein, Tine K. Jensen, Wenke Gulbrandsen, Sissel Reichelt, and Odd Arne Tjersland. "Children's narratives of sexual abuse." Narrative Inquiry 15, no. 2 (December 22, 2005): 377–404. http://dx.doi.org/10.1075/ni.15.2.09mos.

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Personal narratives from ten children who all claimed to have been sexually abused were analyzed and compared to narratives of stressful events the children produced in therapy sessions. The narratives were compared to each other along the following dimensions: level of elaboration, narrative structure, contextual embeddedness, and causal coherence. Each child's attempt to find purpose and resolution was also analyzed. The stressful event narratives were generally more elaborate, more structured, and more contextually embedded and coherent than the sexual abuse narratives. Very few of the sexual abuse narratives contained resolutions or causal connections that are considered important for contributing to meaning- making. It is suggested that in order to understand the difficulties children face, a narrative perspective needs to include the emotional significance of the events to be narrated, and a trauma perspective must include the cultural impact of the event. A theory that intends to understand children's narration difficulties should encompass both these perspectives. (Narratives, Child sexual abuse, Traumas)

37

Pisano, Ignacio, and Mark Lubell. "Environmental Behavior in Cross-National Perspective." Environment and Behavior 49, no. 1 (July 28, 2016): 31–58. http://dx.doi.org/10.1177/0013916515600494.

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This article seeks to explain cross-national differences on environmental behavior. After controlling for a series of sociodemographic and psychosocial factors, it was predicted that national levels of wealth, postmaterialism, education development, and environmental problems are positively related to environmental behavior. The national-level variance is to a substantial degree explained by individual-level variables, capturing compositional effects. The remaining variance is explained by the contextual-level variables. All of the country-level variables are predictors in the expected direction, with the exception of environmental degradation, which is negatively related to behavior, and education development, which has no impact on private environmental behavior. More importantly, cross-level interactions show that in more developed countries, there are stronger relationships between proecological attitudes and reported proenvironmental behavior. These findings contribute to the growing cross-cultural research on environmental behavior pointing out the necessity of simultaneously assessing the effects of both individual and contextual-level forces affecting behavior across nations.

38

Chou, Te-Kuang. "Insider Ownership And Firm Performance: A Resource Dependence Perspective." Journal of Applied Business Research (JABR) 31, no. 3 (May 1, 2015): 861. http://dx.doi.org/10.19030/jabr.v31i3.9223.

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<p>The purpose of this study is to examine the empirical relationship between insider ownership and firm performance. Based on resource dependence theory, this study argues that the positive convergence-of-interests effect and the negative entrenchment effect can coexist in various industrial settings.<strong> </strong>Fixed-effect panel data regression models are applied to a sample of 1,156 effective observations. To reflect the contextual role of resources, we defined industrial settings along with industrial complexity and firm scale dimensions. The empirical results supported our research hypotheses, showing that insider ownership exerts a positive effect on firm performance in a high-complexity and large-scale setting, but a negative effect in a low-complexity and small-scale setting. The results of this study imply that contextual fitness must be deliberately considered to determine effective regulations of corporate governance. In addition, this study contributes a new aspect to related discussion, which synthesizes conflicting theoretical arguments by introducing the contextual role of resources.</p>

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Cui, Ying, and Yanli Zhao. "A contextual perspective on presupposition, with reference to translation studies." Stellenbosch Papers in Linguistics Plus 43 (August 13, 2014): 31. http://dx.doi.org/10.5842/43-0-180.

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40

Schoon, Ingrid, Amanda Sacker, and Mel Bartley. "Socio-economic adversity and psychosocial adjustment: a developmental-contextual perspective." Social Science & Medicine 57, no. 6 (September 2003): 1001–15. http://dx.doi.org/10.1016/s0277-9536(02)00475-6.

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41

Li, Jiatao, and Guoguang Wan. "China's Cross-border Mergers and Acquisitions: A Contextual Distance Perspective." Management and Organization Review 12, no. 3 (September 2016): 449–56. http://dx.doi.org/10.1017/mor.2016.23.

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Outward foreign direct investment (OFDI) by Chinese firms has received considerable research attention recently (Li, Cui, & Lu, 2014; Lu, Liu, Wright, & Filatotchev, 2014; Xia, Ma, Lu, & Yiu, 2014). In particular, a number of studies have focused on cross-border mergers and acquisitions (M&As) involving Chinese firms (Li, Li, & Wang, 2016; Li & Xie, 2013; Xie & Li, 2016; Zhang, Zhou, & Ebbers, 2011). Following Child and Marinova's (2014) suggestion that both the home and host country institutional contexts play important roles in determining M&A activity, Buckley and his colleagues have examined how China's ‘Go Global’ policy influences the location choices in Chinese acquisitions and also how host country political risks affect such activities (Buckley et al., 2016). They looked into national political and legal conditions (see also Meyer, Estrin, Bhaumik, & Peng, 2009), and also examined a large dataset on China's cross-border M&As. Much of the previous work in this area has focused on greenfield investments (Duanmu, 2012; Kang & Jiang, 2012), so the work of Buckley et al. (2016) has broken new ground.

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Haycraft, Emma, Lauren B. Sherar, Paula Griffiths, Stuart J. H. Biddle, and Natalie Pearson. "Screen-time during the after-school period: A contextual perspective." Preventive Medicine Reports 19 (September 2020): 101116. http://dx.doi.org/10.1016/j.pmedr.2020.101116.

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Jafari, Mostafa, Mohammad Fathian, Alireza Jahani, and Peyman Akhavan. "Exploring the contextual dimensions of organization from knowledge management perspective." VINE 38, no. 1 (April 11, 2008): 53–71. http://dx.doi.org/10.1108/03055720810870897.

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44

Friedman, Samantha. "Residential Segregation in Comparative Perspective: Making Sense of Contextual Diversity." Contemporary Sociology: A Journal of Reviews 43, no. 5 (August 26, 2014): 715–16. http://dx.doi.org/10.1177/0094306114545742kk.

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45

Barton, Benjamin K., and David C. Schwebel. "A contextual perspective on the etiology of children's unintentional injuries." Health Psychology Review 1, no. 2 (September 2007): 173–85. http://dx.doi.org/10.1080/17437190701598456.

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46

Gakis, Dimitris. "Philosophy as Paradigms: An Account of a Contextual Metaphilosophical Perspective." Philosophical Papers 45, no. 1-2 (May 3, 2016): 209–39. http://dx.doi.org/10.1080/05568641.2016.1188547.

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47

He, Bing, Ying Ding, and Chaoqun Ni. "Mining enriched contextual information of scientific collaboration: A meso perspective." Journal of the American Society for Information Science and Technology 62, no. 5 (March 14, 2011): 831–45. http://dx.doi.org/10.1002/asi.21510.

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48

Vondracek, Fred W., and Matthias Reitzle. "The Viability of Career Maturity Theory: A Developmental-Contextual Perspective." Career Development Quarterly 47, no. 1 (September 1998): 6–15. http://dx.doi.org/10.1002/j.2161-0045.1998.tb00724.x.

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49

Brown, Lisa M. "Ethnic Stigma as a Contextual Experience: A Possible Selves Perspective." Personality and Social Psychology Bulletin 24, no. 2 (February 1998): 163–72. http://dx.doi.org/10.1177/0146167298242005.

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50

Lamsa, Anna-Maija, and Raminta Pucetaite. "Development of organizational trust among employees from a contextual perspective." Business Ethics: A European Review 15, no. 2 (April 2006): 130–41. http://dx.doi.org/10.1111/j.1467-8608.2006.00437.x.

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