Fringe Types and KOS Systematics: Examining the Limits of the Population Perspective of Knowledge Organization Systems

We find ourselves, after the close of the twentieth century, looking back at a mass of responses to the knowledge organization problem. Many institutions, such as the Dewey Decimal Classification (Furner, 2007), have grown up to address it. Increasingly, many diverse discourses are appropriating the problem and crafting a wide variety of responses. This includes many artistic interpretations of the act and products of knowledge organization. These surface as responses to the expressive power or limits of the Library and Information Studies institutions (e.g., DDC) and their often primarily utilitarian gaze.One way to make sense of this diversity is to approach the study from a descriptive stance, inventorying the population of types of KOS. This population perspective approaches the phenomenon of types and boundaries of Knowledge Organization Systems (KOS) as one that develops out of particular discourses, for particular purposes. For example, both DDC and Martianus Capella, a 5th Century encyclopedist, are KOS in this worldview. Both are part of the population of KOS. Approaching the study of KOS from the population perspective allows the researcher a systematic look at the diversity emergent at the constellation of different factors of design and implementation. However, it is not enough to render a model of core types, but we have to also consider the borders of KOS. Fringe types of KOS inform research, specifically to the basic principles of design and implementation used by others outside of the scholarly and professional discourse of Library and Information Studies.Four examples of fringe types of KOS are presented in this paper. Applying a rubric developed in previous papers, our aim here is to show how the conceptual anatomy of these fringe types relates to more established KOS, thereby laying bare the definitions of domain, purpose, structure, and practice. Fringe types, like Beghtol’s examples (2003), are drawn from areas outside of Library and Information Studies proper, and reflect the reinvention of structures to fit particular purposes in particular domains. The four fringe types discussed in this paper are (1) Roland Barthes’ text S/Z which “indexes” a text of an essay with particular “codes” that are meant to expose the literary rhythm of the work; (2) Mary Daly’s Wickedary, a reference work crafted for radical liberation theology – and specifically designed to remove patriarchy from the language used by what the author calls “wild women”; (3) Luigi Serafini’s Codex Seraphinianus a work of book art that plays on the trope of universal encyclopedia and back-of- the book index; and (4) Martinaus Capella – and his Marriage of Mercury and Philology, a fifth century encyclopedia. We compared these using previous analytic taxonomies (Wright, 2008; Tennis, 2006; Tudhope, 2006, Soergel, 2001, Hodge, 2000).

The Commission, the Single Market and the Crisis: The Limits of Purposeful Opportunism

The economic and financial crisis opened a window of opportunity to place the Single Market back on top of the European agenda as part of a two-tiered crisis response, which also included reinforced financial supervision and economic co-ordination. We argue that the Commission acted as a ‘purposeful opportunist’ in both tiers; but whereas in economic governance issues there was breakthrough change in the Commission's achievements and competences, in the Single Market realm policy change was fairly modest. Using process tracing analysis our goal is to explain why the Commission did not succeed in furthering a genuine Single Market reform. Our findings suggest that the Commission's entrepreneurship was constrained by the limited salience of Single Market issues in the crisis context and by the lack of actual political commitment from the other relevant stakeholders. Thus, our research highlights the limits of the Commission's opportunistic behaviour in less advantageous circumstances.

Beginning primary teachers’ perspectives on becoming a teacher in the workplace: Contextual, emotional, and temporo-spatial dimensions of identity shaping

The issue, with international and national overtones, of direct relevance to the present study, relates to the shaping of beginning teachers’ identities in the workplace. As the shift from an initial teacher education programme into initial practice in schools is a period of identity change worthy of investigation, this study focuses on the transformative search by nine beginning primary teachers for their teaching identities, throughout the course of their initial year of occupational experience, post-graduation. The nine beginning teacher participants work in a variety of primary school settings, thus strengthening the representativeness of the research cohort. Privileging ‘insider’ perspectives, the research goal is to understand the complexities of lived experience from the viewpoints of the participating informants. The shaping of identity is conceived of in dimensional terms. Accordingly, a framework composed of three dimensions of beginning teacher experience is devised, namely: contextual; emotional; temporo-spatial. Data collection and analysis is informed by principles derived from sociocultural theories; activity theory; figured worlds theory; and, dialogical self theory. Individual, face-to-face semi-structured interviews, and the maintenance of solicited digital diaries, are the principal methods of data collection employed. The use of a dimensional model fragments the integrated learning experiences of beginning teachers into constituent parts for the purpose of analysis. While acknowledging that the actual journey articulated by each participant is a more complex whole than the sum of its parts, key empirically-based claims are presented as per the dimensional framework employed: contextuality; emotionality; temporo-spatiality. As a result of applying the foci of an international literature to an under-researched aspect of Irish education, this study is offered as a context-specific contribution to the knowledge base on beginning teaching. As the developmental needs of beginning teachers constitute an emerging area of intense policy focus in Ireland, this research undertaking is both relevant and timely.

Conditional cash transfer programs and the representations of poverty in Bolivia and Peru

Bolivia and Peru adopted the same instruments of social policy —conditional cash transfer programs— to solve the same public problems under different political regimes. By means of the qualitative methodology of discourse analysis, this paper studies the representations of poverty and State made by key actors of those social programs. Underlying more differences than similarities, one demonstrates that the same social policy is linked to opposite social representations of poverty and the State role in every country. The main explanation for this is, far from being imposed by international organizations, those programs are adopted and adapted by each political regime.

Sonic Geography, Place and Race in the Formation of Local Identity: Liverpool and Scousers

The concept of identity has attracted significant academic attention. This article unpacks what constitutes the Scouse identity, how it is constructed and its different dimensions, with particular reference to place, phonology and race. Its novelty lies in developing the underused concept of “sonic geography” to examine the extent to which sound, for example a distinctive accent and/or dialect, affects the construction of local identity. Empirically this is conducted through a detailed analysis of the Scouse, or Liverpudlian, identity. The article also deploys the concept of “sonic exclusion” to examine the role a distinguishing vernacular plays in shaping local identity and the extent to which it determines “who is in” and “who is out” as a Scouser. The conclusion is that an effective understanding of a Scouser is not only spatial – someone born in Liverpool – because the sonoric landscape of spoken Scouse, and thereby Scouse identity, extends beyond the contemporary political and geographic boundaries of the City of Liverpool.

Learning to be Boys: Reading the Lessons of Shakespeare’s Love’s Labour’s Lost and Marston’s What You Will

This essay focuses on the lessons of Love’s Labour’s Lost’s pageboy-schoolboy-boy actor, Moth, to examine the production of boyhood in early modern culture. It reads Shakespeare’s boy character alongside John Marston’s schoolboy, Holofernes Pippo, in What You Will to investigate the ways in which school lessons might be deployed to produce aged and gendered identities that complicate traditional understandings of early modern masculinity. Reading the comic staging of lessons in these plays, it will suggest that while the educational system aimed to produce gendered subjects, early modern masculine identities exist as a range of categories on a developmental scale. It will propose that although Moth and Pippo comically expose the limits of many pedagogical methods to produce ‘men’, they demonstrate the ways in which these characters learn to be boys. Finally, it will consider the extent to which this production of early modern age and gender identity in the plays is paralleled by the historical boy actors performing these roles.

(Un)settling the Irish emigrant identity: representation and construction of an Irish emigrant/exile identity in the travel narratives of Kathleen Nevin and William Bulfin

Through an examination of the travel works of William Bulfin, Tales of the Pampas (1900) and Kathleen Nevin's You'll Never Go Back this paper considers the representation of the Irish in Argentina and the contribution of these narratives in the construction of identity and the reconstruction of the emigrant identity into an exilic one. Escaping one colonial framework (Britain/Ireland), travelling to and writing from within another postcolonial construct (Argentina and the Spanish Empire), this paper analyses how Bulfin and Nevin use language as a tool to construct, and even invent, an Irish identity. This identity is inextricably linked to home and the desire to return there. Despite this desire, Argentina becomes internalised to some extent, which in Bulfin can be seen in the mix of the Spanish, English and Irish languages in his stories, highlighting that the Irish were doing with language what they had already done with their lives; trying to adapt it to their new situation. In Nevin, the contrast between us and them (Irish and 'Native') demonstrates her attempts to shape an exilic rather than emigrant mentality. Through these texts I analyse how Argentina never quite becomes a new home, but a place where Irish identity is played out and acquires form.

"The nothing that is" : An Ethics of Absence Within the Poetry of Wallace Stevens

Cette thèse se concentre sur ce que j'appelle «l’espace négatif» de la représentation dans la poésie de Stevens comme étant un véritable espace d'engagement politique, une interprétation qui se distingue de la plus grande partie de la critique sur Stevens. En suivant les écrits philosophiques d'Emmanuel Levinas, j'affirme que l'emphase que Stevens place sur la représentation de la représentation elle-même ouvre un espace au-delà des limites rigides de l'identité-ce que Levinas appelle « le je [sujet] semblable », permettant un contact authentique avec « l'Autre» ainsi qu’avec le concept de « l'infini ». Bien que Stevens s’est farouchement opposé à la notion Romantique de la sublime transcendance, c’est-à-dire d'un espace censé exister en dehors des limites de l'imagination humaine, il se concerne néanmoins avec l'exploration d'un espace au-delà de l'identité individuelle. Pour Stevens, cependant, « la transcendance» est toujours, nécessairement, liée par les restrictions reconnues du langage humain et de l'imagination, et donc par la réalité du monde perceptible. Toute « transcendance» qui est recherchée ou atteinte, dans la poésie de Stevens ne devrait donc pas - ma thèse affirme - être entendu dans le sens sublime déterminé auparavant par les Romantiques. Une connexion plus appropriée peut plutôt être faite avec la transcendance concrète et immédiate décrit par Lévinas comme le «face à face ». L’attention que Stevens accordent aux notions concrètes et immédiates est souvent exprimé à travers son attention sur les qualités esthétiques de la langue. Sa poésie a en effet la poésie pour sujet, mais pas dans le sens solipsiste qui lui est souvent attribué. En se concentrant sur le processus actif et créateur inhérent à l'écriture et à la lecture de la poésie, Stevens explore la nature de l'Etre lui-même. Je compare cette exploration dans le travail de Stevens à celle du dessinateur, ou de l'artiste, et dans ma conclusion, je suggère les liens entre l'approche d'enquête de Stevens et celle d’artistes visuels contemporains qui se sont également engagés à la figuration du processus créatif. L’ artiste sud-africain William Kentridge est mon exemple principal , en raison de sa conviction que la méthode est intrinsèquement liée à l'engagement politique et social.

Social rejection of minority groups and its impacts on the individual's identity and perception of the self : exploring homosexual and racial identities in James Baldwin's Giovanni's room and Just above my head

Ce mémoire examine la question de la formation de l'identité en tant que procédure compliquée dans laquelle plusieurs éléments interviennent. L'identité d'une personne se compose à la fois d’une identité propre et d’une autre collective. Dans le cas où l’identité propre est jugée sévèrement par les autres comme étant déviante, cela poussera la personne à, ou bien maintenir une image compatible avec les prototypes sociaux ou bien résister et affirmer son identité personnelle. Mon travail montre que l'exclusion et la répression de certains aspects de l'identité peuvent causer un disfonctionnement psychique difficile à surmonter. Par contre, l'acceptation de soi et l’adoption de tous les éléments qui la constituent conduisent, certes après une longue lutte, au salut de l’âme et du corps. Le premier chapitre propose une approche psychosociale qui vise à expliquer le fonctionnement des groupes et comment l'interaction avec autrui joue un rôle décisif dans la formation de l'identité. Des éléments extérieurs comme par exemple les idéaux sociaux influencent les comportements et les choix des gens. Toutefois, cette influence peut devenir une menace aux spécificités personnelles et aux traits spécifiques. Le deuxième chapitre examine la question des problèmes qu’on risque d’avoir au cas où les traits identitaires franchiraient les normes sociales. Nous partons du problème épineux de la quête de soi dans Giovanni's Room de James Baldwin. L'homosexualité de David était tellement refusée par la société qu’elle a engendrée chez lui des sentiments de honte et de culpabilité. Il devait choisir entre le sacrifice des aspects de soi pour satisfaire les paradigmes sociaux ou bien perdre ce qu’il a de propre. David n'arrive pas à se libérer. Il reste prisonnier des perceptions rigides au sujet de la masculinité et de la sexualité. Mon analyse se focalise essentiellement sur l'examen des différents éléments théoriques qui touchent la question du sexe et de la sexualité. Le résultat est le suivant : plus les opinions dominantes sont rigides et fermes, plus elles deviennent une prison pour l’individu. Par contre, plus elles sont tolérantes et flexibles, plus elles acceptent les diversités de l'identité humaine. Dans le dernier chapitre, j'examine la question de la représentation des relations entre les caractères masculins dans Just Above My Head. L'homosexualité est présentée comme un moyen sacré pour exprimer l'amour. Les caractères révèlent leurs sentiments implicitement à travers les chants spirituel tel que le gospel ou bien explicitement à travers la connexion physique. Dans ce roman, Baldwin montre que c'est seulement grâce à la sincérité et à l'amour que l'individu peut atteindre la libération du soi.

La construcción narrativa de la identidad en un contexto educativo intercultural = The narrative construction of identity in a intercultural educative setting

En este trabajo se expone e ilustra un modelo teórico para entender las funciones de la identidad, así como los mecanismos psicosociales asociados a su construcción: “Modelo Evolutivo y Funcional de la Identidad Mediada” (MEBIM). La identidad, mediada narrativamente, cumple una función personal orientada a la dirección de la propia vida, así como una función sociocultural vinculada a la búsqueda de reconocimiento de los derechos de los grupos sociales a los que uno se siente apegado. Se ilustran los factores asociados a la construcción de la identidad personal (sí mismos posibles, transiciones vitales, vínculo afectivo) y sociocultural (acción-transformación e identificación simbólica) a partir de 12 historias de vida realizadas con mestizos e indígenas de la Universidad Intercultural de Chiapas (México). Se sugiere que en contextos educativos formales, como la escuela o la Universidad, se deben propiciar narrativas personales y socioculturales con el objetivo de optimizar la identidad en un mundo a la vez globalizado y plural

The construction of national identity as a developmental process from childhood to adolescence in Catalonia

La idea que per entendre alguna cosa hem d'entendre el procés pel qual s'ha produït va ser assumida des de l'origen de l'estudi "La construcció de la identitat nacional com a procés de desenvolupament des de la infància a l'adolescència a Catalunya". Per tal d'estudiar el procés de desenvolupament relacionat amb la construcció de la identitat nacional, no és suficient considerar-lo en el seu context social, sinó que és necessari considerar la seva construcció social. Tres objectius principals van orientar el nostre estudi . Primer, indagar si els processos de categorització, identificació, coneixement, imatge, avaluació i afecte són també elements implicats en la construcció de la identitat nacional des de la infància a l'adolescència. Segon investigar el procés de desenvolupament d'aquests elements des dels 6 anys fins als 15 anys per contribuir amb dades a I'explicació sobre com es desenvolupa del coneixement social. Tres són les explicacions principals; la primera que es basa en processos cognitius d'inclusió-decentració; la segona, si aquest desenvolupament es dóna en cercles concèntrics des de I'interior (contextos quotidians) fins a l'exterior (amb intercanvis més amples i una educació formal envers la vida social); i la tercera, si el desenvolupament del coneixement social d'allò més immediat i directe es reorganitzat i adquireix nous significats per la integració dels elements més generals i abstractes. Tercer, donat el fet que el 50% de les famílies tenen el català com a llengua materna, hem estudiat la influència de la llengua o llengües utilitzades en el context familiar en el procés de construcció de la identitat nacional. Es va dissenyar una entrevista individual seguint una estructura amb les parts següents: identificació subjectiva i identificació nacional; coneixement dels països; estereotips, avaluació i sentiments, i entorn social. La mostra del present estudi va estar formada per 495 nens i adolescents de 6, 9, 12 i 15 anys d'edat. Es va utilitzar per cada grup un número similar de nens i nenes. La mostra es va dividir en tres grups segons la o les llengües utilitzades pel nen o nena en el seu context familiar. Tres van ser les categones lingüístiques utilitzades: castellà, nens que només utilitzin el castellà a casa; català, nens que només usen el català en el context familiar; i bilingües, nens que utilitzin tots dos idiomes a casa. Aquestes categories lingüístiques s'han utilitzat com a indicador dels contextos familiars. Dues conclusions principals es poden extreure d'aquest estudi. Primer, I'ús de categories nacionals no és una conseqüència del procés cognitiu d'inclusió-decentració ni en cercles concentrics (concret/abstracte). La idea d'un procés del món en paral·lel, d'un coneixement que integra simultàniament creences i sentiments de l'ambient concret o proper i de l'abstracte o llunyà pot explicar millor els nostres resultats. Els nens aprenen i pensen sobre la vida quotidara, les característiques de l'ambient, la informació circulant en el seu entom social i la importància o els diferents nivells de coneixement depenent del context. Els nens integren la informació que està circulant en el seu ambient i construeixen un món que necessàriament no ha de coincidir amb el món deis adults, però que els ajuda a comunicar-se i a entendre les situacions en les quals estan immersos. Els nens més joves són capaços d'utilitzar categories nacionals de manera similar als adolescents. Segon, la identitat nacional a Catalunya es construeix al voltant del nucli de la llengua parlada a casa. A través de tot I'estudi es pot veure un resultat consistent i reiterat. Els infants d'un entom familiar en què s'usa només el castellà s'identifiquen com a pertanyents a tots dos grups nacionals, Espanyol i Català. Els infants d'un entom familiar que utilitzen només el català s'identifiquen com a pertanyents només al grup Català. Aquestes identificacions guien com aquests nens avaluen i senten envers el propi grup nacional i els altres. A més, sembla que el context sòcio-polític és un vehicle important en la transmissió de les estructures de semblances i que I'estructura d'afecte es transmet principalment a través de I'entom familiar.

The unpatriotism of the economic constitution? Rights to free movement and their impact on national and European identity

Abstract: Instead of the political reading of the EU Constitution adopted by advocates of constitutional patriotism, this article examines the European economic constitution. The four single market freedoms can be used by the Court of Justice to strike down Member State laws which represent deeply held aspects of national cultural identity. The article examines whether the court does in fact act in this way and proceeds to argue that the issue of identity protection does not stop with the court. In those policy areas where the court is more interventionist, and its case-law is perceived as an identity threat, one is likely to find binding Treaty-based derogations. Where, in contrast, the effect of the court's case-law poses less of a threat, one is more likely to see non-binding declarations. The article examines a number of policy areas in which specific cultural derogations and declarations are to be found, including abortion, property acquisition, football and alcohol control.

API-CALC 1.0: a computer program for calculating the average probability of identity allowing for substructure, inbreeding and the presence of close relatives

Individual identification via DNA profiling is important in molecular ecology, particularly in the case of noninvasive sampling. A key quantity in determining the number of loci required is the probability of identity (PIave), the probability of observing two copies of any profile in the population. Previously this has been calculated assuming no inbreeding or population structure. Here we introduce formulae that account for these factors, whilst also accounting for relatedness structure in the population. These formulae are implemented in API-CALC 1.0, which calculates PIave for either a specified value, or a range of values, for F-IS and F-ST.