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This paper analyzes the complexity of social-ecological transition policies and processes, focusing on trade-offs and emerging conflicts engendered by combined environmental-social-technological programmes and innovations. To date, there has been only limited focus in the literature on empirical cases, analyzing the ecological transition, distributive effects, social risks and policies to counter them. To help fill this gap, the paper discusses three qualitative case studies as part of a research project on social cohesion in ecological transitions in Tuscany, Italy. In particular, it examines the ongoing transition strategies and practices, bringing out several aspects that highlight the sources of controversies among actors and the contextual variability and complexity of their 'playgrounds', namely: (1) the role of time, space and relational patterns, and ensuing problems of governance, coordination and synchronization; (2) the way in which institutional and technological transformations are embedded in trans-contextual relations and conflicts; (3) the role of different sources and kinds of knowledge in supporting or hampering the ecological transitions; and (4) the shifting balances between top-down strategies and regulation, and bottom-up processes of civic associations and social movements. The paper then analyzes the attempts to provide social security by means of more or less explicitly designed eco-social policies and practices, highlighting some relevant lessons learned and methodological recommendations for future sustainable welfare design. [ABSTRACT FROM AUTHOR]

The main thrust of this paper is to explore factors from the business sector, which could inspire school leaders in terms of issue/problem formulation during their decision-making process. This conceptual paper examines diachronically and conceptually the issues of uncertainty, not only in terms of context and decision-making, but also having in mind leaders' and leadership's main characteristics as well. The question remains whether concepts of uncertainty management practices from the business sector might offer insights for school principals in order to make connections between what is happening inside and outside the organization. The paper is organized around five sections dealing with the conceptual basis of the two main terms, crisis and uncertainty and how leaders in the business sector deal with these. Following, we focus on educational leaders and their ways of navigating through crisis and uncertainty and we conclude with some observations about how leaders make the best possible decisions under the circumstances. We end the paper by stressing that, perhaps, many of the leadership qualities and characteristics needed in times of "normality" are more or less similar to those needed in times of uncertainty. However, school leaders need to learn to act faster with clearer and constant communication. [ABSTRACT FROM AUTHOR]

Whilst Day's (2000) description of leadership development as an investment in social capital has been widely cited, there has been little subsequent empirical or theoretical work to explore and articulate the nature and purpose of this 'social capital' or how it changes over time. This paper revisits this issue by presenting findings from a qualitative in-depth longitudinal evaluation of a corporate leadership development programme. The study explored the multi-faceted and shifting nature of social capital during and after the programme, with particular attention given to how different aspects of social capital were perceived and engaged with by key stakeholders over time. Findings reveal differing perspectives on the nature and purpose of social capital and illustrate the impact of changing organizational contexts on programme aims and outcomes and how these are evaluated. The paper concludes by outlining implications for the evaluation of leadership development, advocating the value of a pluralistic approach that incorporates criticality alongside the logics of accountability, development and knowledge that characterise most current approaches to evaluation Kennedy, Carroll and Francoeur (2013). [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to examine perspectives of successful and effective leadership as well as successful and effective schools in an effort to uncover the governance interventions which produce one or the other characterization. This examination is undertaken through the utilization of two guiding frameworks: the Pashiardis-Brauckmann Holistic Leadership Framework and the Bredeson and Johansson framework for principals' functions. Additionally, views on success and effectiveness from around the world are utilized. Following this, in this theoretically focused paper we make the argument that successful schools institutionalize the right processes in order to achieve and sustain the desired results and thus become effective. Then, in an effort to bring context into the equation, we discuss what the context is for each education system and student and if schools can make up for the deficiencies of a student's individual context. We end our discussion by stressing the fact that researchers, through their work, can inspire teachers and principals with their (often) simple descriptions of complex school improvement processes. These descriptions have a profound effect on the applied pedagogical work in schools, which is sometimes more influential than national policy decisions and educational reforms. [ABSTRACT FROM AUTHOR]

Creating Futures initiative has established a network of mental health professionals, researchers, and community members from the Pacific Island Nations (PIN), Australia, and New Zealand to address the growing challenges of mental health conditions compounded by the climate change crisis. The enormous amount of work done in Global Mental Health can be particularly helpful to improve population-level mental health. However, translation of this evidence base into practice poses several challenges.This perspective paper discusses the role of local culture and health systems context in determining the feasibility and acceptability of implementing and scaling up evidence-based interventions designed in an American-European context. The paper also advocates development (and evaluation) of mental health interventions in the PIN communities particularly and Global South generally and exporting these interventions to the rest of the world.COVID-19 crisis underlined the role of global cooperation as well as national level ‘self-reliance’. In this post COVID-19 world, it will be desirable for the mental health community to cooperate and collaborate to scale up evidence-based interventions through rigorous contextualization and at the same time main-stream mental health interventions developed in the Global South by incorporating them in the Global Mental Health discourse. [ABSTRACT FROM AUTHOR]

Cross-cultural psychology has employed the concept of the "field" in two ways. First, as articulated by Lewin, it is the larger context in which all individuals develop their behaviors and now express them; it is a conceptual space within which to situate human behavior. Second, it refers to the cultures and communities in which anthropologists have usually worked, making observations of daily life, and then describing the cultures of the people; it is a physical and symbolic space in which human activity takes place. These two meanings share common features: they both consider that all human behavior develops and is exhibited in contexts; and that these contexts need to be studied and described before human activity can be understood and interpreted. I argue that it is essential for cross-cultural psychology to use and study both meanings of the field concept if we are to make valid interpretations of the origins (roots) and the influences (routes) on behaviors that we observe and assess in our research and practice. Starting over 100 years ago, collaboration between anthropologists and psychologists established the field of cross-cultural psychology. This collaboration continued for many years, but has diminished in recent times. I argue for the necessity to return to the field in both senses in order for our field to advance. This paper examines these two meanings in the disciplines of anthropology and psychology, and presents some elaborations of them, using the ecocultural framework as a general guide, and an arc framework as a specific exposition of it. Examples of fieldwork in psychology and anthropology are presented to provide substance to these frameworks. The claim is made that our discipline has largely abandoned the concept of the field, and proposes a way to correct this error. [ABSTRACT FROM AUTHOR]

Entrepreneurial ecosystems have become a prominent concept, yet in its current state, the concept itself represents a paradox. While it draws on a rich intellectual history and provides an opportunity to synthesize different strands of research, it is also under-theorized and the mechanisms that govern ecosystem evolution are not well understood. This paper takes stock of recent advancements in ecosystem scholarship and synthesizes the empirical reality of the causal mechanisms. We use these dynamics to position ecosystems in a broader context, within and beyond the domain of entrepreneurship research, and propose a transdisciplinary research program for ecosystem research and practice. [ABSTRACT FROM AUTHOR]

Leadership development programmes increasingly encourage plural forms of leadership to counteract the pitfalls of individualistic approaches. This paper contributes to our understanding of the role of context in developing and spreading leadership across hierarchies. Working within an omnibus approach to context, previous research has highlighted the role of institutional forces in the emergence of distributed leadership in the public sector, yet so far neglected the influence of the discrete organisational context. Drawing on an in-depth case study of a private sector organisation trying to recover from a turbulent past through an in-house leadership development initiative, we show how the omnibus and discrete organisational contexts jointly facilitate and constrain the development and spread of leadership and how they are instrumentalised in this process. We surface how social and political dynamics associated with socio-material relationships and institutional arrangements, together with wider omnibus forces, influence the aim of an in-house leadership development programme and its potential to impact perceptions and practice of distributed leadership in organisational settings. We argue that a nested approach to context – encompassing the interconnected omnibus and discrete contexts – is required for a deeper understanding of the factors that facilitate and constrain the development and spread of leadership. [ABSTRACT FROM AUTHOR]

The doctrine of leader centrism, supported by the concept of methodological individualism, dominates contemporary accounts of leadership in education and is generally applied as the default option that explains how organizations such as schools function. We argue that methodological individualism is not defensible and that as a result, the explanatory value of leadership is an open empirical question, not a default option. Leadership, and especially problem-solving, is always exercised under a set of constraints. Making the study of these constraints the focal point for determining leadership not only requires the resources of sciences not usually employed in leadership research, but leads to a reconceptualizing how leadership ought to be studied. In this paper we identify three broad contexts that help determine the constraint sets that define problems and their solutions. A defensible theory of educational leadership, we argue, must incorporate context as sets of constraints and develop empirical procedures to investigate context. Only after investigation is it possible to determine who or what the unit of leadership was, or whether leadership occurred at all. There are no default options. [ABSTRACT FROM AUTHOR]

This paper is a concise report of Drawing Fields, a temporary performance venue on the campus of Ragdale, a nonprofit artists' community just north of Chicago. Drawing Fields utilizes GPS-controlled field marking robots to draw site-specific, building-scale drawings on the Ragdale campus. Each drawing in the series explores a different theme with Drawing Fields 1 probing robotic kinetics, Drawing Fields 2 delineating socially-distanced zones for a scattered audience, and Drawing Fields 3 saturating the campus with colorful patterns. The report discusses the project implementation and includes a brief discussion of the project's cultural, ecological and technological resonances. [ABSTRACT FROM AUTHOR]

Drawing from 18 audience interviews, this article examines audience perception of the trustworthiness of COVID-19 data visualisations in UK newspaper coverage. The findings suggest that overall, the participants viewed the selected COVID-19 data visualisations as largely trustworthy. Their perception was unaffected by the types of data visualisations. The trustworthiness of data visualisations had no clear connection with their likability and learnability. Instead, the participants' trust was influenced by the perceived problematic presentation of data visualisations, such as the inappropriate use of bars to represent data or the failure to present data in context. It was also affected by the participants' understanding of the problems about data (production and presentation), their assessment of the credibility of data sources and news outlets, and their personal lived experiences and information gained from other sources. All of these were related to the social context surrounding data and data visualisations, rather than merely the content of data visualisations. The findings reveal that the social construction nature of data and data visualisations creates a space for the participants to question data visualisations' trustworthiness. The close connection between trust in data visualisations and trust in data, a socially constructed product, suggests that the trustworthiness of data visualisations transcends the control of journalists and news media, extending to the context of data and its visualisations. This qualitative research reveals the importance of context to audience trust in data visualisations in the UK. [ABSTRACT FROM AUTHOR]

Responding to calls for more future-oriented teaching and learning, an increasing number of institutions of higher education have recently implemented challenge-based learning (CBL). Through work on open-ended and real-life challenges, CBL aims to stimulate students to take the lead in their own learning, acquire and apply knowledge relevant for responding to the challenge and developing disciplinary and transdisciplinary skills. Prior research on student learning has suggested multiple advantages of such active involvement of students in their learning, which calls for integrating these insights into emerging CBL research. This paper therefore presents a framework for capturing the conditions, process and outcomes of student learning in challenge-based learning, paying specific attention to the distinct levels (microlevel or course context, mesolevel or institutional context and macrolevel or university, societal, local, national or international context) and content (social, physical, and formal) of the context in which CBL takes place. Use of the proposed framework is investigated with data from interviews with eight teachers experimenting with CBL in their courses. The analyses show that the framework is useful for capturing all aspects teachers consider and mention as relevant in implementing CBL courses. The data furthermore suggest interactions between some parts of the framework that need to be examined in future research. [ABSTRACT FROM AUTHOR]

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Background: Palliative care (PC) has been integrated to a limited extent in the South African healthcare system. Contextual factors may be a pivotal influence in this integration. Objectives: This study aims to explore contextual factors that are possibly influencing the integration or lack thereof in an academic teaching hospital (ATH). Design: A mixed-method study was conducted in a large ATH in South Africa. Methods: The mixed methods were conducted in parallel and then merged. Findings were integrated to describe the contextual factors influencing PC integration, to develop a timeline of implementation and assess the probable influence of context on the integration process. The mixed-methods phases included a narrative review of published literature related to health systems, integration of health interventions and PC in teaching hospital settings; followed by interviews, documentary and routine data analyses. Semi-structured interviews with purposively sampled participants provided the qualitative data. Primary national, provincial and organizational documents expanded the contextual phenomena and corroborated findings. Routine hospital admission and mortality data was statistically analysed to expand further and corroborate findings. All qualitative data was thematically analysed using deductive coding, drawing from the aspects of the contextual dimensions of integration. Results: Enabling contextual factors for local PC integration were global and local advocacy, demonstrated need, PC being a human right, as well as the personal experiences of hospital staff. Impeding factors were numerous misconceptions, PC not valued as a healthcare priority, as well as limitations in functional elements necessary for PC integration: national and regional political support, leadership at all levels and sustainable financing. Conclusion: The normative and functional contextual aspects interplay at macro, meso and micro levels positively and negatively. How stakeholders understand and value PC directly and indirectly impacts on PC integration. Strategic interventions such as mandatory education are required to ensure PC integration. The health system is dynamic, and understanding the context in which the health system functions is core to the integration of PC. This may assist in developing integration strategies to address PC integration and the transferability of these strategies. Plain language summary: How the context influences a new palliative care intervention Palliative care is being integrated in a big hospital in South Africa. However, there are many contextual factors that influence this integration. These factors are both structural aspects like policies, but also how role players' values and understand of palliative care. It is important to know what these factors are and how these factors influence integration. This study describes the factors and how they influence palliative care integration. [ABSTRACT FROM AUTHOR]

Refugee crises are one of the grand challenges of the 21st century. Despite the theoretical importance attached to value created for beneficiaries in the partnership literature, research tends to focus on internal processes and value created for partners and partnerships, leading to widespread calls to further specify the value created by partnerships for beneficiaries. Applying an analytical framework from the value creation and social impact literatures, we report on a study of multiple social partnerships of a nongovernmental organization in the refugee issue field. Our results demonstrate that frames of refugees held by partners and in partnerships' implementation contexts shape the value creation activities undertaken for beneficiaries, and determine whether value is created and what types of value. The dual contribution of this article comprises a rare empirical study of value creation activities for beneficiaries (here, refugees) and theorization of how and when implementation context affects value creation by partnerships. [ABSTRACT FROM AUTHOR]

Background: Understanding how contextual elements within educational environments relate to identity formation can help educators design experiences intended to support identity formation processes. Purpose: This study examined identity formation among students enrolled in immersion semester high schools and how contextual elements and identity formation actions influence identity formation process profiles. Methodology: Data were collected from middle to late adolescents using the Dimensions of Identity Development Scale, and analyzed using latent profile analysis, crosstabulation, and regression. Conclusions: The findings showed that thinking about values and beliefs in school is related to increased identity exploration and that the teacher–student relationship and novelty in these contexts facilitates thinking about values and beliefs. Students prone to rumination may particularly benefit from the supportive environment, which can increase the likelihood that they discuss their values and beliefs. Implications: Experiential educators working with middle to late adolescents who want to help their participants engage in identity formation should prioritize teacher–student relationships, novel experiences, and a supportive community. [ABSTRACT FROM AUTHOR]

This study addresses two questions: Do Big Five traits change from early to middle adolescence? How do developmental trajectories differ between educational environments (i.e., secondary school tracks)? We used a representative random sample from Germany, following 6th graders (T1, N = 1662; age: M = 11.68; SD = 0.63; female = 47.4%; from N = 87 primary schools) to the end of compulsory secondary education over three measurement points (i.e., assessing students in 6th, 7th, and 9th grade). Results of latent change modeling indicated overall increases in mean levels for all personality traits from early to middle adolescence. Regarding selection effects, the results indicated that more conscientious, agreeable, extraverted, open, and emotionally stable sixth graders were more likely to transit into an academic rather than a non-academic secondary school track. Moreover, the results showed that these initial differences in personality traits seemed to diminish between 6th and 9th grade for all personality traits. Additionally, controlling for selection effects, a contextual effect was discernible for conscientiousness. This study highlighted the potential role of differential learning environments for modifying changes in personality traits during adolescence. [ABSTRACT FROM AUTHOR]

Why do some potential entrepreneurs promptly engage in entrepreneurial behavior while others do not pursue their entrepreneurial intentions or delay acting? This study investigated whether potential entrepreneurs' mindset shapes engaging in entrepreneurial behavior and the time until they do so. Over a 16-month period, holding more of a growth (vs. fixed) mindset positively predicted taking various entrepreneurial actions and doing so sooner. Interestingly, these effects vanished when individuals faced a less challenging context for entrepreneurship. Post-hoc exploratory analyses revealed that the COVID-19 pandemic magnified the impact of mindsets on entrepreneurial behavior. These findings pave the way for preliminary research on the viability of growth mindset interventions for fostering entrepreneurial behavior. [ABSTRACT FROM AUTHOR]

Monitoring the environment for target events that trigger prospective memory (PM) retrieval requires cognitive resources, reflected by costs to ongoing task performance (i.e., worse accuracy and/or slower response times). Strategic monitoring refers to the use of context to engage or disengage monitoring when a PM target is anticipated or unanticipated. Laboratory strategic monitoring studies have found mixed results as to whether context specification improves PM performance. This study employed a meta-analytic technique to assess the overall effect of context specification on PM performance and ongoing task metrics of strategic monitoring. Overall, context specification improved PM performance when the target was anticipated and improved ongoing task performance (speed and accuracy) when the target was not anticipated. Moderator analyses revealed the degree of slowing in anticipated contexts predicted how much context specification improved PM performance. However, the benefits to PM performance from context specification differed by the type of procedure used. PM performance was improved when context changes could be predicted during blocked or proximity procedures, but not when context varied randomly in trial-level procedures. These results provide insights into the mechanisms underlying strategic monitoring and guidance for researchers on which procedures to be use depending on the theory-driven questions. [ABSTRACT FROM AUTHOR]

In this methodological brief, we demonstrate the usefulness of the restricted variance (RV) interaction to entrepreneurship research. RV reasoning can help scholars to specify precise roles for contextual moderators. This specificity allows for strengthening of arguments and for testing of one of the reasons for an interaction. In some cases, it points to otherwise unexpected interaction patterns. We illustrate the power of RV reasoning with a data set of 503 biotech firms to show how RV explains geographic differences in the relationship between number of alliances and initial public offering value. Finally, we show how these interactions can be tested given typical distributions. [ABSTRACT FROM AUTHOR]

In this article, I consider the relationship between urban planning and context by investigating the planning practices associated with a land-use plan in Bordeaux described as "adapted to context." Invested with flexible rules, the plan description followed a tendency in French urban planning concerned with being strategic, prospective, and participatory. It was also the result of metropolitan planning. Through an ethnographic account, I show how local politicians' references to context related to concerns with mayoral authority in times of planning powers transferred to the metropole. Using permit reviewers' skills, mayors mobilized flexible rules to manipulate building permit decisions prepared in compliance with the metropolitan plan. It is widely acknowledged that urban planning is affected by as well as affecting different contexts. I outline a complementing approach by drawing on engagements with context in anthropology and STS-scholarship, to propose that the practices associated with the same notion in Bordeaux are telling of how urban planning contributes to making contexts. Since calls for context direct attention and shape which issues and local communities are prioritized, these insights on the relationship between planning and context urge attention to how appeals to context, as never value-neutral or ready-made, gain importance across different urban planning issues and settings. [ABSTRACT FROM AUTHOR]

This article will explore the metaphor of hospitality as an approach to theological education and missional formation for bridging the gap between the catholicity of the church and theological curricula which are rooted in specific traditions and contexts. The argument starts with a reflection on online teaching as a context renewed through the pandemic which reflects back on classroom teaching. The article explores the forms of presence offline and online and fleshes out what hospitality offers for new avenues for theological education and missional formation in context. [ABSTRACT FROM AUTHOR]

Morality as a Contextual Cue Another way in which crime researchers have tried to capture the influence of context is through the use of written scenarios or vignettes. Context, crime, decision making, rational choice, peers, morality Keywords: context; crime; decision making; rational choice; peers; morality EN context crime decision making rational choice peers morality 407 415 9 05/18/23 20230701 NES 230701 Introduction This special issue is the result of a workshop held on 22 October 2021 at the Max Planck Institute for the Study of Crime, Security and Law in Freiburg, Germany. Early perceptual deterrence studies asked respondents to estimate the risk of arrest for specific crimes without reference to circumstances, leading them to impute the circumstances of the crime themselves ([11]). [Extracted from the article]

Prenatal mental health problems can have adverse effects on the health and wellbeing of the mother as well as her baby. However, the factors associated with its etiology, expression, and coping mechanisms in Ghana remain understudied. This qualitative study explored the perceptions and experiences of prenatal mental health problems among 21 pregnant women in Accra through semi-structured interviews. Interpretative Phenomenological Analysis led to three dominant themes; "conceptions of prenatal mental disorders" (sub-themes: awareness and constructions of prenatal mental health problems), "experiences of mental health problems" (sub-themes: symptoms of prenatal mental health problems and causal attributions of prenatal mental health problems) and "coping mechanisms of the pregnancy experience" (subthemes: faith, social support and work). The lack of knowledge of mental health disorders in this study and the expression of contextually relevant and culturally defined constructions and experiences of prenatal mental health problems, highlight the need for the development of culturally suitable interventions within the Ghanaian context. [ABSTRACT FROM AUTHOR]

We investigate what distinguishes social entrepreneurial ecosystems (SEEs) from entrepreneurial ecosystems (EEs) through appreciation of the importance of context—the multiplex of intertwined social, spatial, temporal, historical, cultural, and political influences. Community is incorporated as a key variable and hitherto overlooked dimension of the structure and influence of SEEs. We draw on extant literature and examples of a variety of SEEs to support our propositions and demonstrate why considerations of both context and community are critical to advance understanding of SEEs. We contribute to the study of SEEs by presenting a new conceptual framework and theorizing SEE as an evolving composite of interdependent actors who interact and collaborate across multiple levels to collectively generate positive externalities and drive sustainable solutions to social problems. [ABSTRACT FROM AUTHOR]

The government of Chile mandated a system-wide reform in public school education in 2017. The reform calls for de-municipalization of the public school sector (345 municipal education departments under mayoral control) and the creation of 70 Servicios Locales de Educación Pública (SLEPs) between 2018 and 2025. The reform represents a largescale attempt to improve and save public education in Chile. This analysis is based on case studies of implementation of the first four SLEPs in the first year of the reform. Using Stake's method for multiple case study analysis, the analysis explores how context influences the professional capacity of the SLEPs to provide professional assistance to schools. The study relates to research on the effectiveness of intermediate level agencies in school systems and on contextual influences on organizational innovation and capacity building. The analysis reveals that contextual factors shaping initial professional capacity of the SLEPs reinforced traditional practices of local education agency support to schools in three of the four cases. The differentiating factor centered on the actions of local agency leaders who responded to capacity gaps and lack of direction from government authorities as either constraints on change or as an opportunity for innovation. [ABSTRACT FROM AUTHOR]

Scholars widely acknowledge that women oppose male violence and control in intimate relationships. Yet there is limited comprehensive knowledge of how resistance features in intimate partner violence (IPV) research across the social sciences. Our scoping review helps fill this gap, analyzing and synthesizing 74 research articles published in English-language scholarly journals between 1994 and 2017. Our review is guided by the following questions: (1) How is research on IPV and resistance designed and executed? (2) How do IPV researchers define the term resistance? (3) What specific types of resistance do IPV researchers discuss in their work? (4) What policy and practice implications are provided by current literature on women's resistance to IPV? We find that scholarship on resistance to IPV is varied, spanning 10 scholarly disciplines with research samples drawn from 19 countries. Studies overwhelmingly used qualitative data, gathered through a range of techniques. The 42 articles that explicitly or implicitly defined resistance either conceptualized the term in the context of power relations, defined it as a form of agency, or understood resistance as a mechanism of physical, economic, and existential survival. Articles also identify several subtypes of resistance strategies including avoidance, help-seeking, active opposition, violent action, and leaving a violent relationship. In terms of practice and policy, articles identify several ways in which institutions fail to meet women's needs, and recommend training so providers and legal personnel may better assist IPV victims. [ABSTRACT FROM AUTHOR]

'Mentally vulnerable' young people are a strong focal point in public debate and policy in Denmark at present, and a variety of cultural activities are now being offered to them. Building on ethnographic fieldwork (April 2018-August 2019) with so-called mentally vulnerable young women (aged 18-36) who meet in literature reading groups, this article seeks to connect the reading group with the phenomenon of 'mental vulnerability', first through a review of the historical emergence and contemporary use of the term, and second by considering what (painful) experiences the term signifies for individuals belonging to this category. This contextualization involves a discussion of literature on the role of context in anthropological analyses. The article concludes with an empirical contradiction: the reading group provides a sanctuary from everyday demands for purposefulness and productivity, but it can also be used as a strategy for navigating such demands. [ABSTRACT FROM AUTHOR]

In times of crisis, interactions and structures can change, eradicating prevailing norms and rules, with enduring unfavorable effects, and existing conceptual frameworks may fail to explain the effects of radical contextual change. In such contexts, the meaning of the customer experience is also likely to change, and touchpoints, cues, and the concept of the customer journey may prove insufficient to theorize the formation of those experiences. Adopting an agency-structure perspective, the article explores how crisis disrupts and alters structuration modalities, including space-time perception, access to resources, and institutional arrangements. To conceptualize how these contextual changes affect customer experience, we contend that it is necessary to understand the complex set of interactions among multiple actors and the structures and modalities that together shape the customer experience. Drawing on structuration theories to elucidate how disruptive contexts and crisis modalities affect the customer experience, the proposed conceptual framework identifies crisis modalities (discontinuities, accessibility, and fragmentability) that explain customer experiences in disruptive contexts as meaningful patterns of interaction informed by structure and agency. These findings can help firms to understand and manage customer experiences in disruptive contexts. In conclusion, we discuss how future research might contextualize and test the proposed framework. [ABSTRACT FROM AUTHOR]

Objectives: It is important to understand the unique perspectives and values that motivate patients and clinicians in rural primary care settings to participate in clinical care activities. Our objective was to explore perspectives, preferences, and values related to primary care that could influence implementation of evidence-based programs. Methods: Qualitative study utilizing semi-structured interviews and using immersion/crystallization and thematic analysis. Participants were primary care practice members (clinicians, clinical staff, and administrators) and their patients in rural Colorado. Results: Twenty-six practice members and 23 patients across 9 practices participated. There were 4 emergent themes that were consistent across practice members and some patients. Patient perspectives are located in parenthesis. They included: (1) Focus on quality patient care, patient satisfaction, and continuity of care (patients appreciated quality and compassionate care), (2) Importance of prevention and wellness (patients appreciated help with preventing health problems), (3) Clinician willingness and ability to meet patient preferences for care (patients described comfort with local care), and (4) Passion for serving underserved, uninsured, or vulnerable populations (patients described their vulnerabilities). There were differences in how the perspectives were operationalized by practice member role, illustrating the importance of different ways of addressing these values. Conclusions: Successful implementation requires consideration of context, and much of context is understanding what is important to those involved in the primary care experience. This study sheds light on salient values of rural primary care practice members and their patients, which may inform interventions designed with and for this setting. [ABSTRACT FROM AUTHOR]

The delayed acquisition of Spanish ser and estar is generally understood as rooted in the cognitive demands imposed by the integration of semantic-pragmatic and world-knowledge factors associated with their lexical meanings. Here we ask (1) what is the nature of this language world-knowledge integration? and (2) what is the developmental trajectory including its age distribution? We examine Spanish copula production and comprehension in 142 children (age range: 4–12 years) and 26 adults. Using two tasks, sentence-choice (comprehension) and cued-production (production), we test the hypothesis that estar use is constrained by an ability to construe an alternative to the copula predication; an ability that develops with life experience. We test estar / ser use in two contexts: alternative-supporting, favoring estar use; and alternative-neutral, neutral regarding estar use, and possibly favoring ser use. The results show that for comprehension, children do not reveal adult-level sensitivity to context, exhibiting instead over-selection of estar sentences. For production, all children over-produce the estar sentence, even after having just chosen the ser counterpart. However, in this task, the 10- to 12-year-olds do behave similarly to adults and differently from 4- to 6-year-olds, consistent with our hypothesis. Alternative construal requires exposure to entities and properties in a variety of situations; exposure that older children are more likely to exhibit. Collectively, these results (1) support the properties of estar use hypothesized to underlie the language-world-knowledge integration, and (2) delineate a potential developmental trajectory whereby mastery of the copula may not begin to manifest until 10–12 years of age, not because of any one linguistic factor but rather due to specific world-knowledge exposure constraints. [ABSTRACT FROM AUTHOR]

Based on a perspective on personality coherence as the extent to which personality-relevant characteristics are differentiated and integrated within a person in his or her environment, we propose a synthesis that builds on and harmonizes existing and partly conflicting theories, methodological approaches, and empirical findings. This understanding of personality coherence needs clear definitions of person and environment characteristics. We define traits as characteristics of the person, adaptations as characteristics of the person-in-contexts, and states as characteristics of the person-in-situations. Thus, our synthesis involves concepts of environments and person-environment units. Next, we provide testable criteria to differentiate characteristics of persons from characteristics of person-environment units and to identify dispositional traits for a narrow-sense perspective on personality coherence. We raise awareness of the importance of fit between (profiles of) person and environment characteristics for an understanding of the integrated uniqueness of persons in their environments. We outline implications of this broader perspective on personality coherence for personality development, self-regulation, social integration, well-being, and psychological interventions. Lastly, we conclude that the analysis of an individual's uniqueness and personality differences requires information about how well-defined, well-differentiated, well-integrated, and well-operationalized person(ality) variables are actually expressed in, or interact and transact with, the individual environment. [ABSTRACT FROM AUTHOR]

This study aims to help international students learn the language and cultural knowledge of their future study destination by collaborating with local students through coplaying games in online virtual rooms. Therefore, this study explores whether the 3D interactive game with specific contexts on a virtual platform can support intercultural collaboration and improve the students' language and cultural learning. This study created novel 3D contextual interactive games (3DCIGs) in a gamified virtual environment (GVE), established on a unique virtual platform named Terf®. Terf® enables the observing and recording of data related to the conversations and behaviors of users. To investigate the effects of 3DCIGs on students, a focus group consisting of newly arrived Chinese students and Irish students from an Irish university participated in this study. The study adopted mixed methods of qualitative and quantitative analysis to examine whether 3DCIGs effectively motivate the collaborative learning of intercultural students compared with text-based assignments set in the Game Play Rooms. The findings reveal that the novel 3DCIGs developed in this study have a positive potential to motivate intercultural students to engage in team collaboration and help their cultural and language knowledge exchange. [ABSTRACT FROM AUTHOR]

This study investigated attitudes toward restrictive gender norms among adolescents in Côte d'Ivoire and Sierra Leone (pooled N = 1,793, M age(baseline) = 10.3, M age(follow-up) = 11.6, 50% boys/girls). We examined individual and contextual predictors of gender attitudes, assessed change in gender attitudes over 2 years, and estimated the effect of a community-based norms diffusion intervention. Multiple regression analyses revealed that being a boy, exposure to violence against women, and restrictive norms among same-gender peers predicted support for a patriarchal division of adult roles, lower educational status for girls, and acceptance of gender-based violence. In contrast to evidence from Western contexts, we found limited evidence of increased flexibility in gender attitudes during early adolescence. However, the intervention significantly reduced support for restrictive gender norms, especially among boys. Findings reveal novel pathways through which young adolescents acquire beliefs about gender, and provide encouraging evidence regarding community-based approaches to shifting adolescents' gender attitudes. [ABSTRACT FROM AUTHOR]

The representation and progression of women in leadership roles is a global issue, but research insights on the enactment of leadership by women stem from a predominantly Western perspective. As leadership is inherently context-dependent, we focus on a specific 'place' of leadership enactment and provide a more situated and contextual understanding of the challenges women in Iran face in entering and enacting leadership roles. This study contributes to the understanding of leadership and place by considering the dynamics of place as occurring at multiple levels – societal norms (including religion), organisational and physical (including geographical). For this in-depth inductive study 24 semi-structured interviews were conducted and analysed through Reflexive Thematic Analysis. Through the intersection of different spheres of place particular challenges for women arise. The women within our study had to negotiate the complex dynamics of doing gender well and being seen to act in line with the normative conceptions of femininity with dominant masculine expectations of what leadership and how it should be done. While also women Western contexts are constrained and / or supported by cultural (national, societal and organisation) factors as well as place in a physical and geographical sense, the specific nuances in national and societal cultural norms and the 'harsh' physical environment in our study provide additional challenges for women to negotiate. This study affords female leaders in Iran a voice and extends previous work on the lived experiences of women in the Middle East and North Africa Region in the under-researched context of Iran. [ABSTRACT FROM AUTHOR]

In this article, we discuss the issue of context-dependence of mechanism-based explanation in the social sciences. The different ways in which the context-dependence and context-independence of mechanism-based explanation have been understood in the social sciences are often motivated by different and apparently incompatible understandings of what explanatory mechanisms are. Instead, we suggest that the different varieties of context-dependence are best seen as corresponding to different research goals. Rather than conflicting with one another, these goals are complementary to each other and therefore pave the way to a methodologically more cooperative approach to mechanism-based explanation in the social sciences. [ABSTRACT FROM AUTHOR]

In caring with awareness, the student nurse is able to be present in the moment, while being with the patient. Such student nurses treat patients holistically, considering the patient's mind, body, and spirit. Purpose: To elicit the importance of caring with awareness in order to facilitate student nurses' caring toward patients. Hypothesis: There is a positive relationship between student nurses acting with awareness and caring. Method: A quantitative, descriptive, correlational, and contextual research design with a purposive sampling method was used in the study. Respondents (n = 56) were student nurses in their third- and fourth-year level of study. Data were collected by use of a self-administered questionnaire. Findings: There was a negative correlation between acting with awareness and caring. There was no difference in caring among third- and fourth-year students. Conclusion: Student nurses may be caring for patients, but it does not necessarily mean they act with awareness in caring. Awareness should be cultivated among student nurses for them to be present in caring and provide holistic caring. [ABSTRACT FROM AUTHOR]

Drawing on 49 oral-history interviews with Scottish family business owner-managers, six key-informant interviews, and secondary sources, this interdisciplinary study analyses the decline of kinship-based connections and the emergence of new kinds of elite networks around the 1980s. As the socioeconomic context changed rapidly during this time, cooperation built primarily around literal family ties could not survive unaltered. Instead of finding unity through bio-legal family connections, elite networks now came to redefine their 'family businesses' in terms of affectively loaded 'family values' such as loyalty, care, commitment, and even 'love'. Consciously nurturing 'as-if-family' emotional and ethical connections arose as a psychologically effective way to bring together network members who did not necessarily share pre-existing connections of bio-legal kinship. The social-psychological processes involved in this extension of the 'family' can be understood using theories of the moral sentiments first developed in the Scottish Enlightenment. These theories suggest that, when the context is amenable, family-like emotional bonds can be extended via sympathy to those to whom one is not literally related. As a result of this 'progress of sentiments', one now earns his/her place in a Scottish family business, not by inheriting or marrying into it, but by performing family-like behaviours motivated by shared ethics and affects. [ABSTRACT FROM AUTHOR]

This article responds to Welter's (2011) call to pay more attention to the diversity of entrepreneurship in theorizing contexts by examining how places come to be understood as entrepreneurial. We draw briefly and selectively on ideas from a quirky set of disciplines, looking at how topics such as narratives and language, memories of the past, built environments, and constellations of power among groups of people interact to shape the emergence and decline of "everyday entrepreneurship places." Our discussion illustrates some useful cues our research might draw on to challenge and improve theoretical understanding of place in entrepreneurship. [ABSTRACT FROM AUTHOR]

In recent years, the context of B2B relationships has changed rapidly with the advent of new technologies that are reshaping the space dimension of business interactions and the time frame in which they occur. Notwithstanding the magnitude of this evolution, the literature only partially captures the implications of value creation in the B2B digital context, leaving the contextual nature of value to remain vague and described mainly at an abstract level. This lack of a micro-foundation of value creation in context also makes its management exceedingly difficult. This study proposes a conceptual model that explains value creation in the digitally interconnected B2B business environment. Our analysis of 34 qualitative interviews with B2B managers showed the importance of a granular examination of value creation in context by identifying its dimensions and processes. At the same time, we showed the need to combine a micro theoretical focus with the transition to a more holistic and systemic view. [ABSTRACT FROM AUTHOR]