eLiteracy or information literacy : which concept should we prefer?

To give a comparative analysis of the validity of the concepts of eLiteracy (eL) and Information Literacy (IL). eLiteracy and Information Literacy are different but mutually compatible concepts with validity within specific contexts. By defining concepts clearly, this paper attempts to inform and clarify the framework for practical LIS research

Davidson and Chinese Conceptual Scheme

In one of his influential works ‘One the Very Idea of a Conceptual Scheme’, Donald Davidson argues against conceptual relativism. According to Davidson, ‘we could not be in a position to judge that others had concepts or beliefs radically different from our own’. Davidson’s thesis seems to have a consequence for comparative philosophy, particularly in a comparative study between Chinese and Western traditions of philosophy which are often considered to differ conceptually. If Davidson is correct, it is not clear whether or not we can have insight into how and why concepts differ between these traditions. In this paper, I philosophically reflect on Davidson’s argument against conceptual relativism. Though this paper retains the backbone of his argument, I reject Davidson’s thesis that different ways of conceptualisation cannot be compared. I do this through a discussion of the comparative studies conducted by David Hall and Roger Ames. In conclusion, I self-reflectively examine the nature of the demarcation between different traditions of philosophy and show how the activities of comparative philosophy can proceed

Enterprise and entrepreneurship education: Towards a comparative analysis

Purpose - This paper states the case for adopting a comparative method of analysis to the study of enterprise education. Adopting a comparative approach can provide fresh insights and opportunities for researching from different perspectives. It develops understanding of the concept by reexamining its origins and history. By default its purpose, development operation and rationale are also briefly discussed through reference to literature and policy. Design/methodology/approach - This paper draws on the literature around enterprise and entrepreneurship education. It argues that comparative analysis of enterprise education is an important methodological tool that can enrich, deepen and inform research processes, findings and outcomes. Comparative analysis can take a number of forms and can include within country, cross-country, historical, temporal, longitudinal, spatial, pedagogical, policy or other types of comparison. Findings - This paper unpacks and teases out some of the points of difference and similarity between enterprise education concepts, policies and practices; and the way they are introduced to, applied and operate in different contexts. The main focus and point for comparison is the UK. Enterprise education is distinct from and should not be confused with business and economics. Teacher training in the techniques of enterprise education and resources designed to suit social and cultural requirements is crucial to achieve successful project outcomes. Originality/value - The comparative analysis of enterprise education programmes and policies advocated here adds value and provides additional insight to these concepts and practices

Examining Collegiality and Social Justice in Academia and the Private Sector: an Exploratory SYMLOG Analysis

This research compares the perceptions of the private sector, high-technology employees to the perceptions of university faculty members regarding organizational culture, social justice and collegiality concepts. The SYMLOG assessment technique was used to record the perceptions of respondents to four different concepts of organizational culture, two different aspects of social justice and two measures of collegiality. Comparative findings of gender differences across the eight concepts raise key organizational culture, legal, measurement, governance, and social policy issues for academia and high tech organizations. The development of a conceptual framework to guide future research and a blueprint to discuss desired organizational change are highlighted

Historical Linguistics

Linguists and archaeologists offer complementary viewpoints on human behaviour and culture in past African communities. While historical-comparative linguistics commonly deals with the immaterial traces of the past in Africa’s present-day languages, archaeology unearths the material vestiges of ancient cultures. Even if both sciences share similar core concepts, their methods, data and interpretive frameworks are profoundly different. Explaining some basic principles of historical-comparative linguistics as applied to the Bantu languages and debunking some common misconceptions are the central aims of this contribution

The application of trade and growth theories to agriculture: a survey

This article reviews a broad range of theoretical concepts available to explain international trade in agricultural and food products. For many years agricultural trade analyses were largely based on traditional perceptions of comparative advantage following neoclassical theory. Observations of agricultural trade suggest, however, that concepts from modern trade and growth theories are increasingly relevant. This survey demonstrates that many opportunities exist for applying these new theories to the modern food economy.International Development, International Relations/Trade,

History of concepts: comparative perspectives

Although vastly influential in German-speaking Europe, conceptual history (Begriffsgeschichte) has until now received little attention in English. This genre of intellectual history differs from both the French history of mentalités and the Anglophone history of discourses by positing the concept - the key occupier of significant syntactical space - as the object of historical investigation. Contributions by distinguished practitioners and critics of conceptual history from Europe and America illustrate both the distinctiveness and diversity of the genre. The first part of the book is devoted to the origins and identity of the field, as well as methodological issues. Part two presents exemplary studies focusing either on a particular concept (such as Maurizio Viroli's 'Reason of the State') or a particular approach to conceptual history (e.g. Bernard Scholz for literary criticism and Terence Ball for political science). The final, most innovative section of the book looks at concepts and art - high, bourgeois and demotic. Here Bram Kempers discusses the conceptual history of Raphael's frescos in the Stanza della Segnatura of the Vatican; Eddy de Jongh examines the linguistic character of much Dutch genre painting; and Rolf Reichardt considers the conceptual structure implicit in card games of the French Revolution, used to induct those on the margins of literacy into the new revolutionary world-view

The universality of categories and meaning: a Coserian perspective

Studies in linguistic typology have challenged the idea that languages can be analyzed in terms of a set of preestablished universal categories. Each language should instead be described “in its own terms,” a view consistent with the ‘old’ structuralist paradigm in linguistics. The renewed orientation toward differences between languages raises two questions: (i) How do we identify the meanings which are assumed to be crosslinguistically comparable? (ii) What is the relationship between language-particular categories and comparative concepts commonly used in linguistic typology? To answer these questions, this article focuses on a number of distinctions advocated by Eugenio Coseriu (1921–2002). Coseriu distinguishes three levels of meaning (designation, “signifiés,” and sense) and three types of universals (essential, empirical, and possible universals). Their relevance for linguistic typology is discussed with regard to the expression of possession and a particular diathesis in Japanese, viz. ukemi or “indirect passive.” As well as relating language-particular categories and comparative concepts, Coseriu’s approach offers a promising avenue to account for the ways language-specific meanings interact with extralinguistic knowledge and contents of discourse and texts, which are the object of translation

Augmenting the 6-3-5 method with design information

This paper describes a comparative study between the 6-3-5 Method and the ICR Grid. The ICR Grid is an evolved variant of 6-3-5 intended to better integrate information into the concept generation process. Unlike a conventional 6-3-5 process where participants continually sketch concepts, using the ICR Grid (the name derived from its Inform, Create, Reflect activities and structured, grid-like output) participants are additionally required to undertake information search tasks, use specific information items for concept development, and reflect on the merit of concepts as the session progresses. The results indicate that although the quantity of concepts was lower, the use of information had a positive effect in a number of areas, principally the quality and variety of output. Although grounded in the area of product development, this research is applicable to any organisation undertaking idea generation and problem solving. As well as providing insights on the transference of information to concepts, it holds additional interest for studies on the composition and use of digital libraries