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Markets in Tenth-Century al-Andalus and Volga Bulghāria: Contrasting Views of Trade in Muslim Europe
Florin Curta 《Al-Masaq: Islam & the Medieval Mediterranean》2013,25(3):305-330
There is a conspicuous absence of interest in markets and commercial activities in recent studies of al-Andalus. A similar problem existed in the Marxist historiography of commercial relations in Eastern Europe during the early Middle Ages. Although Soviet scholars initially downplayed trade in favour of agriculture and crafts, the explosion of archaeological research in key Bulghar centres, as well as the discovery of a number of sites that may be defined as emporia have dramatically changed both the terms of the discussion and the role of trade in studies of urbanisation and state formation. This may in turn provide inspiration for the study of trade in contemporary al-Andalus. Moreover, the recent emphasis on hydraulic archaeology and its role in explaining the extraordinary wealth of al-Andalus in the tenth and early eleventh centuries provides a useful background for a re-assessment of the question of trade in the westernmost region of medieval Islam. 相似文献
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Florin D. Salajan 《European Journal of Education》2013,48(2):292-310
This article discusses the emergence of a European E-Learning Area (EELA) as a consequence of three factors that can be observed in the e-learning developments over the past decade. The first factor consists of the carving of a policy sector in e-learning via formal instruments such as the eLearning Programme, the Lifelong Learning Programme and an array of other e-learning policy stipulations embedded in larger policy instruments at European level (e.g. Framework Programme). The second factor is represented by the mainstreaming of e-learning activities, both through formal and informal measures across multiple domains. Finally, the proliferation and consolidation of interlinked networks of practice as incubators of e-learning innovation and sharing of expertise act as the third factor in the shaping of EELA. The conceptualisation of EELA is substantiated through an analysis of the European e-learning policy documentation and the findings of a questionnaire distributed to the coordinators of projects under the eLearning Programme. In light of the findings, theoretical and practical implications for EELA as a nascent policy domain are explored and offered as a basis for further debate on this theme. 相似文献
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Although much research documents variations in viewers' responses to screen media, the basis for divergent receptions remains relatively poorly understood and inadequately conceptualized. One possible theoretical schema is offered in the composite multidimensional model, which charts 4 distinct modes of reception that shape the specific form and content of audience responses in different contexts. In this study, the core distinctions charted in the composite model were tested in a Q methodology study of cross-cultural receptions of Avatar (2009). 120 respondents from 27 countries modeled their subjective responses to this polysemic text by rank-ordering 32 items and then commenting on their selections. Through factor analysis, 4 discrete responses toward Avatar were identified among participants, accounting for 74% of all respondents. Each factor clearly reflects key elements of the transparent, referential, mediated, and discursive modes identified in the composite model, indicating that the model is reasonably accurate in identifying broad distinctions in the underlying approaches to meaning-making that can be adopted by different viewers. Suggestive associations between viewers' subjective orientations and demographic characteristics, social group memberships, and discursive affiliations were also documented. 相似文献
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This article presents an overall exploratory comparison of two specific pre-service teacher preparation programmes at two research-intensive institutions of higher education in the USA and Romania. The main conclusions suggest that US and Romanian teacher candidates differ very little in their ratings of their respective programmes in terms of learning in the programme, preparation for general teaching and twenty-first century skills. The largest differences were recorded for the university supervisor and cooperating teacher constructs, which the US teacher candidates rated considerably higher than their Romanian peers, namely in the quality and extent of applied field and clinical experiences, which merit further exploration. 相似文献
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This article presents the enterprise maturity matrix, a new maturity model. Maturity misalignment is one of the major reasons that many change initiatives fail. Performance improvement professionals can use this matrix to diagnose the current internal state of the organization, articulate the desired future state, and coordinate change solutions. Maturity alignment indicates that an organization must implement the appropriate managerial and operational processes and systems in accordance with the desired maturity level. 相似文献
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Lourdes Pérez Juan Florin Jeryl Whitelock 《The Journal of High Technology Management Research》2012,23(2):142-154
Asymmetric alliances, those between small technology ventures and large industry players, defy established wisdom regarding the positive relationship between alliance partner similarities and alliance performance. What can we learn from these increasingly prevalent alliance forms to inform and extend alliance theory and practice? To help answer this question, this paper reports on the qualitative study of three asymmetric alliances, one failure and two successes, identifies key conceptual differences between symmetric and asymmetric alliances not addressed in the literature to date, suggests research opportunities and makes recommendations on how technology entrepreneurs can manage their relationship with large partners. 相似文献
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Margaret McAllister Florin Oprescu Teresa Downer Michael Lyons Fiona Pelly Nigel Barr 《Educational Action Research》2013,21(1):90-106
Transformative learning aims to awaken students to issues of injustice, and to promote their critical analysis of assumptions, beliefs and values that lead to and sustain social inequities, so that they may become agents of social change. This paper introduces the Sensitise Take Action and Reflection (STAR) framework, which encapsulates transformative learning principles, as a tool for educators to enhance student health professionals’ capacity and preparedness to address health inequities they are likely to encounter in their future practice. Using an action research methodology within a three-cycle process, STAR was trialled and evaluated by an interdisciplinary team of health educators (n = 25) in an Australian university. Disciplines included: nursing, nutrition and dietetics, public health, occupational therapy and paramedic science. Data were gathered via individual interviews, focus group discussions and field notes, and were analysed inductively, with member-checking of emerging themes to ensure interpretive rigour. The results of this research suggest that STAR is easily understood by users, has relevance for health professional education, and holds promise for producing desired educational outcomes within and across health disciplines. Furthermore, this project could be considered a model for fostering inter-professional collaboration in health education, research and practice. 相似文献
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