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Own Purposes (own + purpose)

Distribution by Scientific Domains
Humanities and Social Sciences37%

Selected Abstracts

Purpose-Based Expert Finding in a Portfolio Management System

COMPUTATIONAL INTELLIGENCE, Issue 4 2004
Xiaolin Niu
Most of the research in the area of expert finding focuses on creating and maintaining centralized directories of experts' profiles, which users can search on demand. However, in a distributed multiagent-based software environment, the autonomous agents are free to develop expert models or model fragments for their own purposes and from their viewpoints. Therefore, the focus of expert finding is shifting from the collection at one place as much data about a expert as possible to accessing on demand from various agents whatever user information is available at the moment and interpreting it for a particular purpose. This paper outlines purpose-based expert modeling as an approach for finding an expert in a multiagent portfolio management system in which autonomous agents develop expert agent models independently and do not adhere to a common representation scheme. This approach aims to develop taxonomy of purposes that define a variety of context-dependent user modeling processes, which are used by the users' personal agents to find appropriate expert agents to advise users on investing strategies. [source]

Royal ecclesiastical supremacy and the Restoration church*

HISTORICAL RESEARCH, Issue 209 2007
Jacqueline Rose
The nature and extent of the royal supremacy over the Church of England proved contentious in Restoration England, especially when Charles II and James II sought to use their ecclesiastical prerogative to legitimate Nonconformist worship. Although the supremacy was a long-established institutional fact of the English church-state, it could be presented in diverse ways. This article outlines six versions of royal supremacy which were expressed, arguing that it was a contested and multiform entity which was manipulated by polemicists for their own purposes. Its location in the monarch alone, in crown-in-parliament, or in delegation to a lay vicegerent was unclear. Its character could be presented as purely jurisdictional or partly sacerdotal. The Declaration of Indulgence of 1672 led to the paradox of Nonconformists upholding the supremacy while the established church limited it. The political and religious insecurities of the Cabal era (1667,73) highlighted tensions and divergences which had been latent in concepts of the supremacy since its establishment under the Tudors. It is therefore vital to contextualize Restoration arguments in Reformation debates. Recognizing that ,royal',supremacy' was neither invariably monarchical nor inevitably absolute is significant for our understanding of the character of both the Restoration ecclesiastical polity and those who governed it. [source]

Mediating between predetermined order and chaos: the role of the teacher in task-based language education

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 3 2009
Kris Van den Branden
interactie; taakgericht onderwijs; leerkracht; taalleren Tasks are not blueprints for action. A number of empirical studies carried out in authentic classrooms have shown that teachers and students reinterpret the tasks they are offered by syllabus developers in ways that suit their own purposes, learning needs, and interaction styles. This observation has raised fundamental questions about the degree to which teachers who are working with tasks can make any prediction concerning the learning that will come of out of task-based interactional work. In addition, if learners' reactions to tasks are fairly unpredictable, teachers may be inclined to associate task-based work with organisational chaos and with the seemingly unattainable challenge of having to cater to every individual learner's personal whims. Drawing on classroom-based research carried out in Flanders, and describing two task-based lessons that were observed in authentic Dutch as a second language (DSL) classrooms, this paper shows that between the extremes of deterministic predictability on the one hand and complete chaos on the other lies a rich pedagogical space that teachers and learners who work with tasks can exploit to construct shared projects with clearly determined goals. Taaltaken zijn geen blauwdruk voor activiteit in de klas. Uit heel wat onderzoek naar klasinteractie blijkt dat leerkrachten en leerlingen de taken die ze krijgen voorgeschoteld, herinterpreteren, zodat ze beter aansluiten bij hun leerstijlen, interesses en interactiestijl. Dit roept de vraag op of leerkrachten die met taken werken nog wel enige voorspelling kunnen doen over wat hun leerlingen uit de taakuitvoering zullen leren. Bovendien dreigen heel wat leerkrachten taakgericht onderwijs te associëren met chaos in de klas, en met de schier onhaalbare uitdaging om op alle behoeften en reacties van alle individuele leerlingen te moeten inspelen. Op basis van onderzoek in Vlaamse klassen, en voortbouwend op 2 taakgerichte lessen die werden geobserveerd in Vlaamse NT2-klassen, illustreert dit artikel dat er tussen chaos en complete voorspelbaarheid een rijke pedagogische ruimte ligt. Binnen die pedagogische ruimte gaan leerkrachten en leerlingen samen aan de slag rond een gezamenlijk taakgericht project met duidelijke doeleinden. [source]

Intention and Meaning in Young Children's Drawing

INTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2005
Sue Cox
In this article I present some ideas, based on qualitative research into young children's drawing, related to the developing discourse on young children's thinking and meaning making. I question the relationship between perception and conception and the nature of representation, challenging traditional ideas around stage theory and shifting the focus from the drawings themselves to the process of drawing, and thus to the children's own purposes. I analyse examples of my observations (made in naturalistic settings within a nursery classroom) to reveal the range of representational purposes and meaning in children's drawing activity. My analysis shows that, rather than being developmentally determined, the way children configure their drawings is purposeful; children can recognise the power of drawing to represent, and that they themselves can be in control of this. I explore aspects of the process, including transformation and talk to show the importance of understanding drawing in its specific contexts. I show how children's drawing activity is illuminated by the way in which it occurs and the other activities linked to it, presenting drawing as part of children's broader, intentional, meaning-making activity. As an aspect of the interactive, communicative practices through which children's thinking develops, representation is a constructive, self-directed, intentional process of thinking in action, through which children bring shape and order to their experience, rather than a developing ability to make visual reference to objects in the world. I suggest that in playing with the process, children are actively defining reality rather than passively reflecting a given reality. [source]

Changing the Debate about "Success" in Conflict Resolution Efforts

NEGOTIATION JOURNAL, Issue 2 2001
Tamra Pearson D'Estrée
This essay outlines a conceptual framework for discussing "success" in interactive conflict resolution and in conflict resolution efforts more generally. It first proposes reasons why evaluation is crucial for improving practice. An overview of the new framework and its development are then presented. This gives the reader a window into its construction and some of the challenges of evaluation in conflict intervention processes. Next, the uses of the framework are explained as well as how its use helps to change the debate about successful processes. Finally, this article discusses how the theoretician, practitioner, and researcher-evaluator can use this framework for their own purposes, and how evaluating processes based upon their goals helps to improve the theory, practice, and research of the field. [source]

The Audit Commission: guiding, steering and regulating local government

PUBLIC ADMINISTRATION, Issue 3 2003
Josie Kelly
How does the non-executant state ensure that its agents are fulfilling their obligations to deliver nationally determined policies? In the case of elected local government in England and Wales, this function is carried out by the Audit Commission (AC) for Local Authorities and the Health Service for England and Wales. Since being established in 1983, it is the means by which local authorities are held to account by central government, both for its own purposes and on behalf of other interested stakeholders. Although the primary function of the AC is to ensure that local authorities are fulfilling their obligations, it does so by using different methods. By acting as a regulator, an independent expert, an opinion former and a mediator, the AC steers local authorities to ensure that they are compliant with the regulatory regime and are implementing legislation properly. [source]

What Lula lacks: Grappling with the discourse of autism at home and in the field (Respond to this article at http://www.therai.org.uk/at/debate)

ANTHROPOLOGY TODAY, Issue 3 2010
Hillary Haldane
This paper examines the discourse of autism as we have experienced it as parents of an autistic six year-old girl. Because both authors are anthropologists, we were professionally trained to understand something of what discourses are and do. However, our training did not necessarily help us blunt the original force of the diagnosis. Over time we have come to understand both our daughter and the discourse that is said to define her differently, and these understandings have fed back into our understanding of our discipline. One key transformative event occurred when we took our family to live in a village where we had done previous research. This reminded us of the conceptual power of discourses: we put the discourse of autism to work for our own purposes, but at the same time it works on us, shapes us in ways we do not always realize. [source]

Mechanisms of Salmonella entry into host cells

CELLULAR MICROBIOLOGY, Issue 9 2007
Kim Thien Ly
Summary Salmonella enterica is an enteric bacterial pathogen that causes a variety of food and water-borne diseases ranging from gastroenteritis to typhoid fever. Ingested bacteria colonize the intestinal epithelium by triggering their own phagocytosis, using a sophisticated array of effector proteins that are injected into the host cell cytoplasm through a type III secretion apparatus. The synergistic action of these secreted effectors leads to a dramatic reorganization of the host actin cytoskeleton, resulting in vigorous membrane protrusion and the engulfment of attached bacteria. Analysis of these effector proteins and identification of their cellular targets has provided insight into the molecular mechanisms by which bacteria can subvert the host signalling and cytoskeletal machinery for their own purposes. This review is intended to summarize our current understanding of the tools used by Salmonella to enter host cells, with a focus on effectors that modulate the actin cytoskeleton. [source]