Suchergebnisse

The nunavut research institute (NRI) is the ethics board that licenses all research conducted in Nunavut, Canada. The NRI is a gate-keeping institution that mediates the interaction of Inuit knowledge systems (presented as experientially based and orally communicated) and researchers (perceived as practicing harsh rationality communicated through inscription). The NRI works to discipline Southern ways of knowing into something more culturally appropriate for the Inuit, but at the same time also disciplines Inuit ways of knowing, creating a paradox even as the Inuit struggle to protect their cultural identity, which has been subject to a history of judgment and cultural appropriation. This article identifies three effects of this paradox on the NRI; the NRI takes on, first, a rigorousness in licensing; second, an emphasis on maximizing benefits to the community; and third, the role of defender of local knowledge.

The first part is a survey of the basic sources available to a person researching a problem on nuclear power. Three forms are discussed—bibliographies, U.S. government documents, and current awareness materials. The second portion is a selection of significant books on nuclear power and the law published since 1960. The third and final portion is a subject arrangement of law review articles published between 1957 and 1975. Used in conjunction with Atomic Energy and the Law: A Bibliography and Blueprint for Atomic Energy Literature: Legislative and Legal, this survey and bibliography will give the researcher a lead to the materials available on the law and nuclear power.

Die effiziente Planung von Fabriken gewinnt in einem immer dynamischeren Wettbewerbsumfeld an entscheidender Bedeutung. Die automatisierte Generierung von Planungsinformationen aus Produktionsdaten bietet eine Möglichkeit, Fehler in der Fabrikplanung zu vermeiden, den Fabrikplanungsprozess zu beschleunigen und die Effizienz der Fabrikplanung somit zu steigern. Die Herausforderungen bei der Umsetzung solcher Ansätze werden nachfolgend untersucht und geeignete Lösungsmaßnahmen abgeleitet.

AbstractThe diffusion of integrated reporting has encouraged academics to pay greater attention to this topic. Several studies have been conducted since the 2011 of the Discussion Paper "Towards Integrated Reporting: Communicating Value in the 21st Century" by the International Integrated Reporting Council. However, conflicting opinions and the wide range of extant studies underscore the need to better understand the current contributions in the field. Furthermore, the novelty of integrated reporting makes it necessary to define as yet unexplored fields in this research stream. To that end, we conduct a systematic review of the literature to classify the research according to normative and descriptive perspectives and identify an agenda that will be able to guide future studies. The review shows that the concept of value creation, internal and qualitative determinants, the content and quality of integrated reporting, and its impacts need further investigation.

In the contemporary world, in which the political debates have plagued the current social affairs, including education, literature appears to be the ultimate solution to formulate a culturally unprejudiced educational curriculum. It has the power to establish a unique interpretive community with shared global prototypes, based on a political- liberated syllabus, to unite the diverse human societies. Respectively, a pragmatic educational program must be defined that respects the multi- culturally structured identities. Apparently, newly–fashioned diasporic identities experience a sense of hybridism. This cultural fusion enables them to appreciate a wide range of culturally diverse literary texts, reflected in the polyphonic teaching approaches. Diasporic perception of literature is liberated from chronotopic socio-cultural paradigms and constructs a novel polyphonic educational domain, based on mutual respect and pluralism. This study aims to investigate the role of diasporic literature, in educational curriculum designing, in language acquisition, in order to generate a polyphonic teaching style, by infusing the controversial literary theories and teaching methodologies.