11,934 research outputs found
Grasping nothing: a study of minimal ontologies and the sense of music
If music were to have a proper sense â one in which it is truly given â one might reasonably place this in sound and aurality. I contend, however, that no such sense exists; rather, the sense of music takes place, and it does so with the impossible. To this end, this thesis â which is a work of philosophy and music â advances an ontology of the impossible (i.e., it thinks the being of what, properly speaking, can have no being) and considers its implications for music, articulating how ontological aporias â of the event, of thinking the absolute, and of sovereigntyâs dismemberment â imply senses of music that are anterior to sound. John Cageâs Silent Prayer, a nonwork he never composed, compels a rerethinking of silence on the basis of its contradictory status of existence; Florian Hecker et al.âs Speculative Solution offers a basis for thinking absolute music anew to the precise extent that it is a discourse of meaninglessness; and Manfred Werderâs [yearn] pieces exhibit exemplarily that musicâs sense depends on the possibility of its counterfeiting. Inso-much as these accounts produce musical senses that take the place of sound, they are also understood to be performances of these pieces. Here, then, thought is musicâs organon and its instrument
Corporate Social Responsibility: the institutionalization of ESG
Understanding the impact of Corporate Social Responsibility (CSR) on firm performance as it relates to industries reliant on technological innovation is a complex and perpetually evolving challenge. To thoroughly investigate this topic, this dissertation will adopt an economics-based structure to address three primary hypotheses. This structure allows for each hypothesis to essentially be a standalone empirical paper, unified by an overall analysis of the nature of impact that ESG has on firm performance. The first hypothesis explores the evolution of CSR to the modern quantified iteration of ESG has led to the institutionalization and standardization of the CSR concept. The second hypothesis fills gaps in existing literature testing the relationship between firm performance and ESG by finding that the relationship is significantly positive in long-term, strategic metrics (ROA and ROIC) and that there is no correlation in short-term metrics (ROE and ROS). Finally, the third hypothesis states that if a firm has a long-term strategic ESG plan, as proxied by the publication of CSR reports, then it is more resilience to damage from controversies. This is supported by the finding that pro-ESG firms consistently fared better than their counterparts in both financial and ESG performance, even in the event of a controversy. However, firms with consistent reporting are also held to a higher standard than their nonreporting peers, suggesting a higher risk and higher reward dynamic. These findings support the theory of good management, in that long-term strategic planning is both immediately economically beneficial and serves as a means of risk management and social impact mitigation. Overall, this contributes to the literature by fillings gaps in the nature of impact that ESG has on firm performance, particularly from a management perspective
Programmes d'intervention familiale intensive : ajustement des interventions et évolution des familles présentant des profils cliniques distincts
La prĂ©sente thĂšse par articles porte sur les programmes dâintervention familiale intensive et sâinscrit dans le cadre du programme de doctorat en psychoĂ©ducation de lâUniversitĂ© de Sherbrooke ayant pour thĂšme Les difficultĂ©s de comportement des enfants et des adolescents et les interventions psychoĂ©ducatives. Les donnĂ©es utilisĂ©es pour rĂ©aliser cette thĂšse proviennent de lâĂ©tude de PauzĂ© et ses collĂšgues (2014) visant Ă examiner lâimpact de lâapplication fidĂšle du programme Crise-Ado-Famille-Enfance (CAFE).
Les programmes dâintervention familiale intensive, Ă©laborĂ©s afin de prĂ©venir le placement dâurgence des jeunes en milieu substitut et sâadressant particuliĂšrement aux adolescent(e)s prĂ©sentant des problĂšmes de comportement et Ă leur famille, sont largement implantĂ©s au QuĂ©bec et en AmĂ©rique du Nord. Ces programmes offrent une intervention ajustĂ©e aux profils cliniques des familles et ciblent Ă la fois lâurgence de la situation de crise et les facteurs psychosociaux en cause dans lâĂ©mergence et le maintien de la crise familiale et des problĂšmes de comportement des adolescent(e)s. Plusieurs mĂ©ta-analyses ont dĂ©montrĂ© lâefficacitĂ© de ces programmes, notamment pour rĂ©duire les taux de placement en milieu substitut, diminuer les problĂšmes de comportement des adolescent(e)s et amĂ©liorer le fonctionnement familial. Toutefois, les rĂ©sultats de ces mĂ©ta-analyses sont mitigĂ©s et la comprĂ©hension de lâefficacitĂ© des programmes demeure toujours lacunaire, notamment en raison de lâhĂ©tĂ©rogĂ©nĂ©itĂ© des difficultĂ©s prĂ©sentĂ©es par les familles et de lâutilisation dâindicateurs de changement majoritairement centrĂ©s sur le fonctionnement de lâadolescent(e). La prĂ©sente thĂšse vise Ă pallier ces limites en sâintĂ©ressant aux processus cliniques au cĆur de ces programmes, câest-Ă -dire Ă ce qui prend place avant et pendant lâintervention et Ă la relation entre ces processus et les rĂ©sultats de lâintervention.
Le premier article de la thĂšse, intitulĂ© Intensive family intervention programs: tailoring intervention to family clinical profiles et publiĂ© en 2020 dans la revue Children and Youth Services Review, vise Ă identifier des profils cliniques de familles bĂ©nĂ©ficiant dâun programme dâintervention familiale intensive et Ă les comparer en fonction de lâintervention reçue. RĂ©alisĂ©e Ă partir de caractĂ©ristiques individuelles de lâadolescent(e) et de caractĂ©ristiques familiales de 237 familles ayant bĂ©nĂ©ficiĂ© du programme CAFE, les analyses de profils latents ont menĂ© Ă lâidentification de quatre profils cliniques distincts. Les analyses de comparaison ont permis de mettre en lumiĂšre des diffĂ©rences concernant lâintervention reçue par ces familles et signalent un certain manque dâajustement de lâintervention aux profils cliniques des familles.
Le second article de la thĂšse, intitulĂ© Intensive family intervention programs: Evolution of families with different clinical profiles et soumis en 2021 Ă la revue Family Process visait quant Ă lui Ă examiner lâĂ©volution des jeunes et des familles prĂ©sentant des profils cliniques distincts Ă la fin de lâintervention ainsi quâune annĂ©e suivant lâentrĂ©e dans le programme. Les rĂ©sultats montrent que lâensemble des familles Ă©voluent positivement, tant sur le plan des comportements extĂ©riorisĂ©s de lâadolescent(e) que sur le plan du fonctionnement familial. Les rĂ©sultats montrent Ă©galement que les changements se maintiennent aprĂšs la fin de lâintervention. Les familles prĂ©sentant un profil clinique sĂ©vĂšre semblent toutefois prĂ©senter une Ă©volution plus tardive sur le plan des comportements extĂ©riorisĂ©s de lâadolescent(e), soulignant lâimportance dâajuster les paramĂštres de lâintervention offerte aux profils cliniques des familles.
Les rĂ©sultats de la prĂ©sente thĂšse contribuent Ă lâavancement des connaissances en mettant en lumiĂšre la complexitĂ© des profils cliniques prĂ©sentĂ©s par les familles bĂ©nĂ©ficiant dâune intervention familiale intensive et en sâintĂ©ressant Ă lâajustement de lâintervention aux caractĂ©ristiques des jeunes et des familles, principe clĂ© de ce type de programmes. La prĂ©sente thĂšse contribue Ă©galement Ă lâavancement des connaissances en allant au-delĂ de lâefficacitĂ© gĂ©nĂ©rale des programmes et en portant un regard sur les processus cliniques et leur impact sur lâĂ©volution des familles prĂ©sentant des profils cliniques distincts. Ces rĂ©sultats permettront dâamĂ©liorer les services offerts aux jeunes et aux familles bĂ©nĂ©ficiant des programmes dâintervention familiale intensive
A Comparative Study on Studentsâ Learning Expectations of Entrepreneurship Education in the UK and China
Entrepreneurship education has become a critical subject in academic research and educational policy design, occupying a central role in contemporary education globally. However, a review of the literature indicates that research on entrepreneurship
education is still in a relatively early stage. Little is known about how entrepreneurship education learning is affected by the environmental context to date. Therefore, combining the institutional context and focusing on studentsâ learning expectations as
a novel perspective, the main aim of the thesis is to address the knowledge gap by developing an original conceptual framework to advance understanding of the dynamic learning process of entrepreneurship education through the lens of self-determination theory, thereby providing a basis for advancing understanding of entrepreneurship education.
The author adopted an epistemological positivism philosophy and a deductive approach. This study gathered 247 valid questionnaires from the UK (84) and China (163). It requested students to recall their learning expectations before attending their entrepreneurship courses and to assess their perceptions of learning outcomes after taking the entrepreneurship courses. It was found that entrepreneurship education policy is an antecedent that influences students' learning expectations, which is
represented in the difference in student autonomy. British students in active learning under a voluntary education policy have higher autonomy than Chinese students in passive learning under a compulsory education policy, thus having higher learning
expectations, leading to higher satisfaction. The positive relationship between autonomy and learning expectations is established, which adds a new dimension to self-determination theory. Furthermore, it is also revealed that the change in studentsâ entrepreneurial intentions before and after their entrepreneurship courses is explained by understanding the process of a business start-up (positive), hands-on business start-up opportunities (positive), studentsâ actual input (positive) and tutorsâ academic qualification (negative).
The thesis makes contributions to both theory and practice. The findings have far reaching implications for different parties, including policymakers, educators, practitioners and researchers. Understanding and shaping students' learning expectations is a critical first step in optimising entrepreneurship education teaching and learning. On the one hand, understanding students' learning expectations of entrepreneurship and entrepreneurship education can help the government with educational interventions and policy reform, as well as improving the quality and delivery of university-based entrepreneurship education. On the other hand, entrepreneurship education can assist students in establishing correct and realistic learning expectations and entrepreneurial conceptions, which will benefit their future entrepreneurial activities and/or employment. An important implication is that this study connects multiple stakeholders by bridging the national-level institutional context, organisational-level university entrepreneurship education, and individual level entrepreneurial learning to promote student autonomy based on an understanding of students' learning expectations. This can help develop graduates with their ability for autonomous learning and autonomous entrepreneurial behaviour.
The results of this study help to remind students that it is them, the learners, their expectations and input that can make the difference between the success or failure of their study. This would not only apply to entrepreneurship education but also to
other fields of study. One key message from this study is that education can be encouraged and supported but cannot be âforcedâ. Mandatory entrepreneurship education is not a quick fix for the lack of university studentsâ innovation and
entrepreneurship. More resources must be invested in enhancing the enterprise culture, thus making entrepreneurship education desirable for students
From wallet to mobile: exploring how mobile payments create customer value in the service experience
This study explores how mobile proximity payments (MPP) (e.g., Apple Pay) create customer value in the service experience compared to traditional payment methods (e.g. cash and card). The main objectives were firstly to understand how customer value manifests as an outcome in the MPP service experience, and secondly to understand how the customer activities in the process of using MPP create customer value. To achieve these objectives a conceptual framework is built upon the Grönroos-Voima Value Model (Grönroos and Voima, 2013), and uses the Theory of Consumption Value (Sheth et al., 1991) to determine the customer value constructs for MPP, which is complimented with Script theory (Abelson, 1981) to determine the value creating activities the consumer does in the process of paying with MPP.
The study uses a sequential exploratory mixed methods design, wherein the first qualitative stage uses two methods, self-observations (n=200) and semi-structured interviews (n=18). The subsequent second quantitative stage uses an online survey (n=441) and Structural Equation Modelling analysis to further examine the relationships and effect between the value creating activities and customer value constructs identified in stage one. The academic contributions include the development of a model of mobile payment services value creation in the service experience, introducing the concept of in-use barriers which occur after adoption and constrains the consumers existing use of MPP, and revealing the importance of the mobile in-hand momentary condition as an antecedent state. Additionally, the customer value perspective of this thesis demonstrates an alternative to the dominant Information Technology approaches to researching mobile payments and broadens the view of technology from purely an object a user interacts with to an object that is immersed in consumersâ daily life
Foundations for programming and implementing effect handlers
First-class control operators provide programmers with an expressive and efficient
means for manipulating control through reification of the current control state as a first-class object, enabling programmers to implement their own computational effects and
control idioms as shareable libraries. Effect handlers provide a particularly structured
approach to programming with first-class control by naming control reifying operations
and separating from their handling.
This thesis is composed of three strands of work in which I develop operational
foundations for programming and implementing effect handlers as well as exploring
the expressive power of effect handlers.
The first strand develops a fine-grain call-by-value core calculus of a statically
typed programming language with a structural notion of effect types, as opposed to the
nominal notion of effect types that dominates the literature. With the structural approach,
effects need not be declared before use. The usual safety properties of statically typed
programming are retained by making crucial use of row polymorphism to build and
track effect signatures. The calculus features three forms of handlers: deep, shallow,
and parameterised. They each offer a different approach to manipulate the control state
of programs. Traditional deep handlers are defined by folds over computation trees,
and are the original con-struct proposed by Plotkin and Pretnar. Shallow handlers are
defined by case splits (rather than folds) over computation trees. Parameterised handlers
are deep handlers extended with a state value that is threaded through the folds over
computation trees. To demonstrate the usefulness of effects and handlers as a practical
programming abstraction I implement the essence of a small UNIX-style operating
system complete with multi-user environment, time-sharing, and file I/O.
The second strand studies continuation passing style (CPS) and abstract machine
semantics, which are foundational techniques that admit a unified basis for implementing deep, shallow, and parameterised effect handlers in the same environment. The
CPS translation is obtained through a series of refinements of a basic first-order CPS
translation for a fine-grain call-by-value language into an untyped language. Each refinement moves toward a more intensional representation of continuations eventually
arriving at the notion of generalised continuation, which admit simultaneous support for
deep, shallow, and parameterised handlers. The initial refinement adds support for deep
handlers by representing stacks of continuations and handlers as a curried sequence of
arguments. The image of the resulting translation is not properly tail-recursive, meaning some function application terms do not appear in tail position. To rectify this the
CPS translation is refined once more to obtain an uncurried representation of stacks
of continuations and handlers. Finally, the translation is made higher-order in order to
contract administrative redexes at translation time. The generalised continuation representation is used to construct an abstract machine that provide simultaneous support for
deep, shallow, and parameterised effect handlers. kinds of effect handlers.
The third strand explores the expressiveness of effect handlers. First, I show that
deep, shallow, and parameterised notions of handlers are interdefinable by way of typed
macro-expressiveness, which provides a syntactic notion of expressiveness that affirms
the existence of encodings between handlers, but it provides no information about the
computational content of the encodings. Second, using the semantic notion of expressiveness I show that for a class of programs a programming language with first-class
control (e.g. effect handlers) admits asymptotically faster implementations than possible in a language without first-class control
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After Creation: Intergovernmental Organizations and Member State Governments as Co-Participants in an Authority Relationship
This is a re-amalgamation of what started as one manuscript and became two when the length proved to be more than any publisher wanted to consider. The splitting consisted of removing what are now Parts 3, 4, and 5 so that the manuscript focused on the outcome-related shared beliefs holding an authority relationship together. Those parts were last worked on in 2018. The rest were last worked on in late 2021 but also remain incomplete.
The relational approach adopted in this study treats intergovernmental organizations and the governments of member states as co-participants in an authority relationship with the governments of their member states. Authority relationships link two types of actor, defined by their authority-holder or addressee role in the relationship, through a set of shared beliefs about why the relationship exists and how the participants should fulfill their respective roles. The IGO as authority holder has a role that includes a right to instruct other actors about what they should or should not do; the governments of member states as addressees are expected to comply with the instructions. Three sets of shared beliefs provide the conceptual âglueâ holding the relationship together. The first defines the goal of the collective effort, providing both the rationale for having the authority relationship and providing a lode star for assessments of the collective effortâs success or lack of success. The second set defines the shared understanding about allocation of roles and the process of interaction by establishing shared expectations about a) the selection process by which particular actors acquire authority holder roles, b) the definitions identifying one or more categories of addressees expected to follow instructions, and c) the procedures through which the authority holder issues instructions. The third set focus on the outcomes of cooperation through the relationship by defining a) the substantive areas in which the authority holder may issue instructions, b) the bases for assessing the relevance actions mandated in instructions for reaching the goal, and c) the relative efficacy of action paths chosen for reaching the goal as compared to other possible action paths.
Using an authority relationship framework for analyzing cooperation through IGOs highlights the inherently bi-directional nature of IGO-member government activity by viewing their interaction as involving a three-step process in which the IGO as authority holder decides when to issue what instruction, the member state governments as followers react to the instruction with anything from prompt and full compliance through various forms of pushback to outright rejection, and the IGO as authority holder responds to how the followers react with efforts to increase individual compliance with instructions and reinforce continuing acceptance of the authority relationship. Foregrounding the dynamics produced by the interaction of these two streams of perception and action reveals more clearly how far intergovernmental organizations acquire capacity to operate as independent actors, the dynamic ways they maintain that capacity, and how much they influence member governmentsâ beliefs and actions at different times. The approach fosters better understanding of why, when, and for how long governments choose cooperation through an IGO even in periods of rising unilateralism
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Evaluation of a Remote Implementation of the Well-Being Promotion Program with Middle School Students during COVID-19
The COVID-19 pandemic and pivot to emergency remote teaching changed the way in which many students access school-based mental health interventions. Furthermore, the effects of the pandemic heightened distress and decreased life satisfaction amongst many youth, increasing the need for schools to provide targeted mental health supports (Lazarus et al, 2021; Magson et al., 2021). Empirically supported Tier 2 mental health interventions exist (i.e., the Well-Being Promotion Program; Suldo, 2016), but little is known about how these interventions can be adapted and feasibly implemented in remote school contexts. This retrospective case study evaluated the implementation of a remote version of the Well-Being Promotion Program, a targeted positive psychology intervention, with eighth grade students during the COVID-19 pandemic. The study aimed to (1) to describe the co-design process through which a research-practice partnership modified the WBPP for remote delivery and (2) to explore the implementation strategies that influenced the feasibility of implementing the resulting digital version of the WBPP. The study used qualitative data (e.g., meeting notes, interviews and written feedback from providers, students, and caregivers) and quantitative data (e.g., pre-/post-measures, intervention integrity, attendance) to evaluate the co-design process and the feasibility of the adapted WBPP. Through co-design, the intervention was modified to be facilitated via videoconference, to use digital versions of WBPP materials, to use email to share with caregivers the handouts and a recorded version of the information session, to add additional sessions for data collection, and to adapt language to align with school vernacular. Using reflexive thematic analysis (Braun & Clarke, 2006; Braun et al., 2019), themes were constructed from the data to provide insight into the implementation strategies used by the research-practice partnership to influence feasibility. Findings suggest that (a) maintaining the structure of the WBPP, (b) using technology for remote implementation, (c) collaborating through the research-practice partnership, and (d) recognizing the effectiveness of intervention efforts influenced the feasibility of the remote implementation. Lessons learned from this case study suggest that research-practice partnerships can be critical for influencing the feasibility of intervention implementation in local school contexts, especially during novel situations such as the COVID-19 pandemic
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