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Kadri Gokhan Yilmaz - One of the best experts on this subject based on the ideXlab platform.

  • politik pazarlama karmasina kavramsal ve guncel bir bakis an updated and Conceptual Aspect to the political marketing mix
    Journal of Business Research-Turk, 2016
    Co-Authors: Kadri Gokhan Yilmaz
    Abstract:

    The decision making process of voters within the context of the political marketing has been undergoing a transformation and development process as parallel to the gradual changes on the core of marketing. In such a circumstance, the political marketing has also been forced to update itself in order to canalize voters to the desired direction. Recently, there are ongoing political, cultural, economic, technological and social changes on the national, regional and also on the global level that have a global influence. Thus, one should face the reality that there are numerous factors acting upon the voter’s decision in an environment where there is vast amount of information which is easily accessible, and the masses can influence one another. In this respect, this study focuses on the complicated nature of political marketing mix elements with regard to the concept of change. Thus, it aims to highlight the up-to-date position of mix elements K. G. Yilmaz 8/1 (2016) 413-431 Isletme Arastirmalari Dergisi Journal of Business Research-Turk 414 on a Conceptual basis. Therefore, this study presents the differences and authenticity of the mix elements, which stand as a research topic by itself, in a Conceptual framework.

Saurabh Jain - One of the best experts on this subject based on the ideXlab platform.

  • Conceptual Aspect of beneficial ownership in the context of property law
    Social Science Research Network, 2018
    Co-Authors: Saurabh Jain
    Abstract:

    The Conduit Companies Report draws an analogy between cases involving nominees and agents on one hand, and conduit companies cases on the other, based on the fact that, they all pass income to a third party. The Conduit Companies report transposes the dominion test from cases concerning nominee and agents to conduit company cases. It is, however, illogical to draw such an analogy. Nominees or agents receive income on behalf of its owner. For this reason, in property law a nominee or agent must pass passive income on to the person on whose behalf the nominee or agent receives it. It follows that nominees or agent lack dominion. By contrast, in conduit company cases, passive income originates as the property of the recipient company. The recipient company is not obliged under property law to pass on the passive income to a resident of a third state. When the recipient company passes the income on to the resident of a third state, the recipient transacts does so as the owner of the income. Moreover, under corporate law, companies are independent and able to control their property. That is, a recipient company has dominion over passive income simply by virtue of being a corporation. A receipt company possesses dominion over passive income by definition. It follows that if conduit company cases are decided on the basis of dominion, a recipient company will always qualify for treaty benefits regardless of whether it acts as a conduit. It follows that dominion is not an appropriate test to decide conduit company cases. Real Madrid F.C v Oficina Nacional de Inspeccion and Ministre de l’Economie, des Finances et de l’Industrie v Bank of Scotland support this argument. In both cases, courts acknowledged that the recipient company was neither a nominee nor an agent. The recipient company received passive income as its owner, and was not obliged under property law to pass on the passive income to residents of a third country. For this reason, the recipient company possessed dominion over passive income by definition. The courts were of the view that, if they would apply the dominion test to such a situation, the recipient company would certainly qualify as the beneficial owner. For this reason, they regarded dominion as an indecisive test to determine whether an interposed company is a beneficial owner. They applied the beneficial ownership test as a general anti-avoidance rule. They did not concretize the law by basing their decisions on the absence or presence of a specific criterion. They investigated the arrangement as a whole and determined whether the arrangement contradict the object and purpose of the double tax treaty in question.

Winters Dennis - One of the best experts on this subject based on the ideXlab platform.

  • Biological and Social Science integration delivers reflective thinking pedagogy
    University of Maryland University College (UMUC), 2013
    Co-Authors: Winters Dennis
    Abstract:

    Abstract: For nearly six decades, often arbitrary lines of difference have separated the thinking, research and theorizing of so-called "hard" and "soft" sciences, quantitative and qualitative research, and primary and secondary inquiry. In the last two decades, biological research has grown impatient with its own "narrow" research projects and has begun movement toward the realizations of "emergent" thinkers, chaos, and complexity. Social scientists have been attracted to genome studies and, especially, brain (fMRI and brain injury) research and, in particular, the uses of biological research in pedagogy on all levels. Driven by barely 15 years of the knowledge that the brain is plastic (it restructures itself as a result of interactions with the environment), a new realization of the importance of successful teaching methods has arisen. This presentation combines an on-going study of biological and social science understandings of higher order thinking and ways of expanding the teaching of thinking in Conceptual and abstract thought.Working with concept in qualitative research “Thought is what goes on in our heads. Thought is what, especially when we put them together, comes out of them.” Clifford Geertz (1983) Two Changes in Academic Research Macro Change: Consilience “A jumping together of knowledge by the linking of facts and fact-based theory across disciplines to create a groundwork of explanation.” Wilson, E.O. (1998) Micro Change: Focus on Concept, DM Program, UMUC “Conceptual prisms and axial structures are valuable because they allow one to adopt a multi-perspective standpoint in trying to understand social change, but they do not forgo the value of perceiving the “primary logic” of key institutions or axial principles within a particular scheme.” Bell (1973) A Serious Gap Between Brain Research and Social Science of Pedagogy Lack of intention of biological researchers to apply findings to teaching; Lack of effort and interdisciplinary knowledge of teachers in Social Sciences Focus by teachers on articles instead of books (individual studies – little theory) Some on both sides are “stretching” across this gap in creative ways. The Problem: Difficulty Forming Concept “Workshops for doctoral supervisors also show unawareness of pluralistic function of Conceptual frameworks, consequently some supervisors encounter difficulties in guiding candidates on this issue. Despite clarifying research questions and reading around their subject, one third of the candidates still had problems with visualizing concepts within a framework.” Lesham & Trafford (2007) “Forming an integrated concept…exposes the previous hidden interrelatedness of something. Integration is troublesome because you need to acquire the bits before you integrate, but once you’ve got the bits you need to be persuaded to see them in a different way.” Meyer & Land (2007) Study Problem & Prospect Concept creation as a professor – student problem in general & in UMUC Change in definitions of higher order thinking in last twenty years of combined brain and pedagogical research This study’s suggestions as to remediation of concept creation deficit UMUC Students Confront Challenges All the “normal” Conceptual Problems, A need to learn inter-disciplinary research approaches (From Biology to Hermeneutics) Enough Inter-disciplinary knowledge to access “hard science” materials Not-so-Guarded Academic Research Secret Most primary research done by students starts off with an already understood concept –usually of the professor’s interest and knowledge Executing the experiment is actually doing work on some Aspect of that concept/theory as fully understood by the professor. UMUC/DM Teacher – Student Challenge The teacher should know: The soft and hard science theory that relates to a stated problem; How to locate the concept within management and other theories with implications to a given concept/study topic. How to explicate a particular management scenario related to the concept. UMUC/DM Teacher – Student Challenge The student should: Do a near saturation reading of biological “hard science” and “soft science” evidence regarding the concept and the management scenario. Work toward a synthesis of the chosen narrow research area and have learned enough about the concept to critically locate it within the theory. Be able to re-evaluate - affirm or confront - some Conceptual Aspect of currently established theory. Faculty Challenges Knowledge of theory on the part of the teacher and an equally challenging demand to work with several theories simultaneously with the student. Awareness of “consilient” methodologies and the ability to understand the epistemological understandings of both hard and soft science research on the part of the student and the teacher; Heightened demand for filtering and evaluating significantly more secondary research (EBR) than in primary or even the average anthropology-type studies (field studies and ethnography) Form research syntheses and abstract concepts covering broader research materials and their often unstated assumptions and the demand to relate these synthesis discoveries to established theory. Form frameworks and concepts capable of embracing pluralistic levels and patterns Frame patterns capable of integrating complex bits n’ pieces of emergent situations into abstract premises and the application of these premises to management scenarios. Synopsis of Solution to Concept Deficit Teachers, in an atmosphere of open attunement Share intra-personal narratives with students in order to Make a transparent connection between the thinking done in reflexive “talking to one’s self” and the thinking done in reflective work on concept. Working back and forth from reflexive, intra-personal narrative to inter-personal narrative, the teacher will make the process of pluralistic “levels” clear enough to the student that independent work is possible in concept shaping and formation. Three Levels of Solution Logic Level 1 A research-based change in definitions emerge when: Reflective thinking in qualitative research is best understood and defined as higher order multi-dimensional thought that emphasizes Focused attention and concentration on forming and discriminating complex patterns. In order to derive, compose and discriminate various coherent and plausible abstract premises capable of comprehending pluralistic patterns and multi-level concepts. Three Levels of Solution Logic Level 2 The newly realized transformational element for remediation of concept difficulty becomes potentially remediable when: Abstract premises and derived concepts are co-created within an emergent narrative shared between professor and student and that intra-personal biography is clearly and transparently connected to inter-personal narrative. Similarities between the reflexive intra-personal conversation is properly explained, a selective tool for opening up the available potential of managed reflective thinking can be created. A method for using reflective, iterative, re-entry of uninterrupted thought is made transparently clear by the teacher and is understood by the student as normally available. Three Levels of Solution Logic Level III Attunement between Teacher and Student allows: An in-practice understanding of the connection between reflective and reflexive thought is seen by the student as normal and credible, The student to work independently through developed exercises in reflective thought and can begin the coached formation of concepts Student and teacher share problems encountered with concept formation, then begin to frame patterns and construct pluralistic associations and relationships shaped within multi-levels of reflective thought difficulty is experienced. Study’s resulting hypothesis Deficits in Conceptual thinking and written and spoken articulations can be significantly remedied when the gradient quality of the attuned professor-student relationship has developed into open sharing and connected clarity of intra-personal thinking/conversation and inter-personal thinking/conversation. Critical Thinking It is of value to see critical thinking as “thinking about thinking.” …to see critical thinking as meta-cognitive training, the confirmation of existing information. Geertson (2007) defines critical thinking as evaluative thinking. Critical thinking asks: Are they really facts or just personal preferences? Are the sources credible? Are the so-called facts based on reasonable inferences? A California study 89% of college professor respondents said critical thinking was one of their teaching objectives – only 19% could explain what it was and less than 10% were actually teaching it on a regular basis. Geertson (2003) Reflexive and Reflective Thinking Seen (fMRI) in partially different brain locations with different intensities, these both operate on a gradient continuum. However, there is significant educational value in arbitrarily separating them by way of pedagogical approach. “A term sometimes interchanged with the word reflexive is the idea of reflective awareness. Being reflective includes reflexivity as one of its dimensions. Others view reflection as an active, conscious, effortful process whereas reflexivity… is automatic, effortless and non-Conceptual. Reflexivity implies a more immediate capacity of the mind to know itself, without effort, without conscious observation, without words.” Siegal (2007) Reflexive Thinking Is best thought of as “talking to your self.” “It enables self-awareness of her dynamic role in the affirmation and/or reshaping of her social and cultural world.” Geertson (2003) “When this kind of thinking is used, the individual sees problems in concrete and yet, simplistic ways.” King & Kitchener (1994) “This reflexive quality helps us to understand the nature of awareness of awareness: the re-entry of sensing one’s own awareness of being aware of being aware. We can view reflexive awareness as the more automatic meta-awareness within the larger framework of reflection.” Siegal (2007) Everyday Talk and Concept Creation “…on average, humans spend 80% of their time in the company of others…mostly one-on-one with known individuals…80 to 90% are about specific named and known individuals, which is to say, small talk…Bob’s tee time, Bill’s new Porsche and the new secretary … are getting 90% of the time. Gazzaniga (2008) “Two thirds of conversations are self-disclosure; 11% are about states of mind or body; the rest are preferences, plans and doings.” Gazzaniga (2008) Reflective Thinking “Involves a broader focus and tends to enlarge thinking; contextualization directs attention to linkages that extend across multiple layers and consequences to human experience.” “Dimensional judging addresses the multi-dimensional nature of reality; theory building explores logical relationships between broad areas…” “Both interpretation and extrapolation are examples of reflective thinking. Where interpretation explores the ‘essential meaning of something’, extrapolation uses abstract thinking to explore possible connections between the known and the unknown including the ability to imagine the value and the worth of something in unexplored areas.” Geertson, (2003) Reflexive and Reflective Best Seen as a Continuum of Re-entry The brain is selectional (Edelman, 2006) and integrative (Duncan, 2010) allowing for intentional management of re-entry into consciousness. The brain facility can hold and engage in iterative re-entry to intentionally manipulate and discriminate among multi-level and pluralistic patterns of relationships and associations. Torey (1999) There are Three Levels of Reflective Thinking Pre-reflective: knowledge is gained by direct observation or an authority figure and is absolutely certain. Quasi-reflective level recognizes that understanding ill-structured problems can be complicated and knowledge is uncertain; knowledge is based on personal opinion. Highest Level of Reflective thinking: knowledge is gained from a variety of sources and understood in a particular context; recognizes that some judgments are more accurate than others. Evaluation criteria: Conceptual soundness, coherence, the degree of fit with data, meaningfulness and parsimony. King and Kitchener (1994) Making Relationships O-Relational: all figures in the matrix are identical; require no relational thinking. 1-relational: each line features a different type of figure; you evaluate the relationship in either the horizontal or vertical dimension. 2-relational: matrices problems increase geometrically in complexity. You are no longer comparing apples and oranges but must find the key relationship between arrays of apple and peach hybrids presented in variations of French and American tarts. Christoff, in Stein (2007) Relationships Multiply (fMRI) “Results showed that the prefrontal cortex was activated when the two tasks were performed simultaneously but not when the tasks were performed individually.” Joseph LaDoux (2002) “With immediate attention to area 10, the moment, the person began to puzzle over a 2-relational problem, his or her anterior PFC would light up immediately and powerfully….We already knew that most reasoning activates the entire PFC, but it was surprising that the two-relational was so focal, rather than a big blob of activations usually seen in PFC. The one-relational was already ‘serious thinking.’ But moving up a level in complexity nicely isolated the anterior region.” Stein (2007) Managed Cognition in Collaborative Pedagogy Since the brain is effectively selectional, it is able to manage pluralistic patterns and levels and work within these patterns and levels. “Again the power of cognitive focus – of admitting into consideration just one feature of the problem, using the implications of this one feature to direct useful thought and conclusions.“ Duncan (2010). ”At the same time, may other parts of the brain follow suit, to the degree that they are able… Through the broad connections of the prefrontal cortex – and possibly, other multiple demand regions – the whole body of work is integrated. The cognitive enclosure is assembled; the mental program is kept on track.” Duncan (2010) “The evolution of our higher-order capacities to create and propagate ever more complex and indirect forms of constraint has expanded the capacity to restrict sequences of causal processes to certain very precise options.” Deacon (2012) The Key: Getting use to handling Abstraction and Cognition “Abstraction exposes the underlying structure of concept or abstraction can involve the creation and organization of high-level concepts, actions and procedures in the form of concept maps, Conceptual frameworks, etc.” Meyer and Land, (2003) “Knowledge visualization can support meta-cognition by helping learners develop an awareness of their mental representations, which can help foster Conceptual change and knowledge transfer…Forming a threshold concept is integrative, that is exposes the previously hidden interrelatedness of something.” Meyer and Land (2003) Brain in “Neuroception” …our nervous system evaluates the state of threat or safety … activates the brainstem’s vagal and autonomic systems… With attunement creating a sense of safety, activation of the “smart” vagus occurs with softening of facial muscles, relaxed vocal tones (and) supports the individual becoming open and approaching others… A qualitative sense … of the receptive dimension of reflecitive awareness. Siegal (2007) The key characteristics for handling concept remediation A more than average ability to be openly transformable: “When engaging in autobiographical reflection, we can see…this characteristic of awareness with attention.” “Reflexivity creates awareness of awareness; this reflective of memory and narrative integration from mindful exploration is deeply liberating.” Siegal (2007) A more than average ability to share biographical narrative: “A narrative is able to transfer tacit knowledge without verbalizing it.” Czarniawska (1999) Making a Transparent Connection …between the teacher-student reflexive intra-personal narrative and the shared inter-personal reflection “The student-teacher and the students-teacher reflect simultaneously on themselves and the world without dichotomizing this reflection from action, and thus, establish an authentic form of thought and action.” Friere (2002) …using analogies to show that reflective thinking and the forming of concepts have abilities that fit the forming of a concept Cognitive enclosures as a management tool “By bringing together ‘integration,’ ‘coherence,’ and ‘resonance’…we can create an integrated and coherent mindfulness which allows us to take advantage of complexity theory…defined as ‘states of a system that maximize complexity to achieve stability.’” Siegal (1999) Connecting Intra- toInter-Personal In essence, you do not just refer to some analogical Aspect of the student’s interpersonal experience; rather you use the reflexive narrative to exemplify the method of multi-level thinking and Conceptual framing of reflective thought. You show the student that this process of thinking is not foreign to him; he/she has spent a full-life, largely unnoticed, talking to himself as he transfers to reflective thought. “Mindfulness is a form of paying attention in the present moment, on purpose … this is a way of being that is quite enveloped in fullness of intent.”Siege

Marc D. Hauser - One of the best experts on this subject based on the ideXlab platform.

  • Probing the limits of tool competence: Experiments with two non-tool-using species (Cercopithecus aethiops and Saguinus oedipus)
    Animal Cognition, 2006
    Co-Authors: Laurie R Santos, Fritz Tsao, Heather M. Pearson, Geertrui M. Spaepen, Marc D. Hauser
    Abstract:

    Non-human animals vary in their ability to make and use tools. The goal of the present study was to further explore what, if anything, differs between tool-users and non-tool-users, and whether these differences lie in the Conceptual or motor domain. We tested two species that typically do not use tools—cotton top tamarins ( Saguinus oedipus ) and vervet monkeys ( Cercopithecus aethiops )—on problems that mirrored those designed for prolific tool users such as chimpanzees. We trained subjects on a task in which they could choose one of two canes to obtain an out-of-reach food reward. After training, subjects received several variations on the original task, each designed to examine a specific Conceptual Aspect of the pulling problem previously studied in other tool-using species. Both species recognized that effective pulling tools must be made of rigid materials. Subsequent conditions revealed significant species differences, with vervets outperforming tamarins across many conditions. Vervets, but not tamarins, had some recognition of the relationship between a tool's orientation and the position of the food reward, the relationship between a tool's trajectory and the substance that it moves on, and that tools must be connected in order to work properly. These results provide further evidence that tool-use may derive from domain-general, rather than domain-specific cognitive capacities that evolved for tool use per se.

L V Sobinova - One of the best experts on this subject based on the ideXlab platform.

  • Conceptual Aspect of methodology of musicology
    2012
    Co-Authors: O I Kulapina, Vpo Saratovskaja, L V Sobinova
    Abstract:

    В статье определяются основные методологические понятия, включающие музыкознание, методо-логию, ведущие отрасли музыкальной науки, внешний и внутренний факторы ее развития. Наряду с этим очерчиваются объекты (музыкознание как наука, ее методологический аппарат, деятельность музыколога, музыковедческая теория), познавательные уровни, проблематика и функции музыкального науковедения (термин В.В. Медушевского): управленческая, прогностическая, аналитическая и аксиологическая. Про-гностическая функция раскрывается на примере предвосхищения Г. Лейбницем явления подсознательного, в дальнейшем рассматриваемого музыковедами как атрибут романтического искусства.Ключевые слова