Towards engaged pluralism in the study of European Union trade politics

Going back to the Kuhnian debate about the assumed incommensurability of different paradigms, we point at the need for engaged pluralism in political science. We illustrate this by giving illustrations from the different paradigmatic perspectives included in the special issue and how they could speak to each other. While this analysis clearly shows the limits and difficulties encountered during such an endeavor, we hope to have laid the basis for a more reflexive dialogue within the literature

Annotation Graphs and Servers and Multi-Modal Resources: Infrastructure for Interdisciplinary Education, Research and Development

Annotation graphs and annotation servers offer infrastructure to support the analysis of human language resources in the form of time-series data such as text, audio and video. This paper outlines areas of common need among empirical linguists and computational linguists. After reviewing examples of data and tools used or under development for each of several areas, it proposes a common framework for future tool development, data annotation and resource sharing based upon annotation graphs and servers.Comment: 8 pages, 6 figure

Choosing between internal and non-internal R&D activities: some technological and economic factors

This paper evaluates some of the technological and economic factors that underlie the choice between in-house R&D, R&D alliances and outsourcing. We recount the reasons for the growth in non-internal activities, and explain why these are not as prevalent for R&D as other value-adding activities, and highlight that outsourcing is most often undertaken where multiple, substitutable sources are available. We then develop two frameworks. First, a static framework is developed, which evaluates the choice of mode based on a firm''s distribution of competencies, and their strategic importance. Second, a dynamic framework is developed that demonstrates how the static framework differs depending on whether the firm is engaged in pre-paradigmatic, paradigmatic or post-paradigmatic sectors. We also consider the effect of new technologies being introduced to a firm''s portfolio of competencies.industrial organization ;

Introduction: Finding common ground beyond fragmentation

This chapter begins with an outline of the European context within which the twenty six research papers presented in this book emerged. A particularly important aspect of this context is Network 27 on Didactics, Learning and Teaching of the European Educational Research Association (EERA) which formed the core of the research community in which this work was developed over a five year period (2006-11). The next part of the chapter provides an overview of the six sections which make up the structure of the book as a whole. A discussion then follows of the clear continental divide with respect to didactics, learning and teaching in the European landscape which is based on the references used by the contributors to this book. This leads to a consideration of the historical origin of present-day didactics which can be traced back to a common heritage in the work of Jan Amos Comenius (1592-1670) in order to provide a platform in the search for common ground. In the section which then follows there is a discussion of the didactic triad as a tool for holding the complexity of teaching-studying-learning situations and this is considered in an expanded context in which classroom interaction in the school is placed within a wider societal context. Based on a review of the contributions to this book, the final parts of this chapter consider existing knowledge gaps between different national traditions and also identify themes that form the basis for building and extending common ground. The themes that have been identified through this process of synthesis relate to pedagogical content knowledge, learner knowledge, joint didactical action, curriculum research, the so called shift from teaching to learning, the philosophy of Bildung and its practical implications, links between theory and practice and the significant role of experimental schools. Finally these themes are proposed for consideration within the wider research, policy and practice community as the basis for future international co-operation that offer the potential to advance mutual understanding and common insights in this fiel

Teaching Sociology within the Speech and Language Therapy Curriculum

In the United Kingdom, the Royal College of Speech and Language Therapists suggests that sociology should be included within the speech and language therapy curriculum. However, in spite of this, sociology is seldom given priority. Although the role of sociology with the curricula of other professions has been discussed, the role of sociology within speech and language therapy has not. Given the contemporary climate of competence-based training, the position of subjects such as sociology is being compromised. This paper sets out three reasons in support of including sociology within speech and language therapy by drawing on the distinction between a ""personal education"" and a ""semantic conjunction"" model of the relationship between theory and professional practice. First, it is argued that sociology makes a valid contribution to an holistic approach to care–which is rapidly becoming the cornerstone of speech and language therapy practice. Second, this paper suggests that the inherent reflexivity within the discipline provides health professionals with an invaluable tool with which to engage in reflexive practice. Finally, it is argued that given the global emphasis on evidence-based practice, the study of sociology and sociological research methods equips therapists to interpret and conduct empirical research. This paper concludes by arguing that sociology should be viewed as an essential component of the speech and language therapy curriculum

Institutional thickening and innovation: reflections on the remapping of the Great Bear Rainforest

The information, practices and views in this article are those of the author(s) and do not necessarily reflect the opinion of the Royal Geographical Society (with IBG). © 2016 Royal Geographical Society (with the Institute of British Geographers) As a response to forest conflict, contemporary remapping refers to re-evaluations of resource values, new and diverse forms of governance among stakeholders, and compromises within patterns of land use that give greater emphasis to environmental and cultural priorities. This paper elaborates the processes of remapping by examining the role of institutional innovation in conflict resolution, with particular reference to the iconic Great Bear Rainforest of British Columbia. After years of conflict and protest, peace in the Great Bear Rainforest was heralded by an interim agreement in 2006, with final ratification likely in 2016. Conceptually, a four-legged stakeholder model identifies the main institutional interests and their interactions through learning and bargaining. New forms of governance were created to bring the stakeholders together in constructive dialogue and then to reach and implement acceptable bargains. Analytically, the paper examines how this agreement has worked in practice by reflecting on the emergence of novel institutions that integrate the interests of key stakeholders. The discussion identifies six bilateral negotiations between: industrial and environmental interests; federal and provincial governments and aboriginal peoples; government and environmental interests; government and industry; industry and aboriginal peoples; and environmental groups and local communities. The remapping process has produced a thickening architecture of institutions that remain experimental even as they seek to promote sustainability, resilience and legitimacy