Browsing by Subject "coordination"

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  • Minzoni, Angela; Mounoud, Eleonore; Niskanen, Vesa A. (IEEE, 2017)
    International Conference on Cognitive Infocommunications
    Temporal issues within modeling organizational systems are examined generally and with fuzzy cognitive maps. These maps give the opportunity to consider temporal factors when studying organizational models. The knowledge we gain about the system is useful when the aim is not to optimize time intervals in well-known and instrumented contexts, but also to discover the behavior of the system while different temporal factors are implemented by the management. We will present an adapted resolution for including these factors as key elements in organizational models with fuzzy cognitive map examples for middle and back office application.
  • Khachaturyan, Maria (2019)
    This paper reviews inclusory constructions and pronouns in the Mande language family and proposes a diachronic account of their development. Inclusory constructions, which are found in several Mande languages, are a type of conjunction strategy where the whole set of participants - the superset - and a subset of participants are expressed, as in Dan-Gwetaa yaa Gbato 'Gbato and I', lit. 'we Gbato'. In a number of Southern and Southwestern Mande languages, inclusory constructions are typologically unique, as they feature a separate series of inclusory pronouns, which are used exclusively in this construction. The paper argues that these inclusory pronouns are a Southwestern Mande innovation, which spread to other Mande languages through contact.
  • Hafez, A.; Raj, R.; Lawton, M.; Niemelä, M. (2017)
    Background: Neurosurgeons devoted to bypass neurosurgery or revascularization neurosurgery are becoming scarcer. From a practical point of view, 'bypass neurosurgeons' are anastomosis makers, vessels technicians, and time-racing repairers of vessel walls. This requires understanding the key features and hidden tricks of bypass surgery. The goal of this paper is to provide simple and inexpensive tricks for taming the art of bypass neurosurgery. Most of these tricks and materials described can be borrowed, donated, or purchased inexpensively. Methods: We performed a review of relevant training materials and recorded videos for training bypass procedures for 3 years between June 2014 and July 2017. In total, 1,300 training bypass procedures were performed, of which 200 procedures were chosen for this paper. Results : A training laboratory bypass procedures is required to enable a neurosurgeon to develop the necessary skills. The important skills for training bypass procedures gained through meticulous practice to be as reflexes are coordination, speed, agility, flexibility, and reaction time. Bypassing requires synchronization between the surgeon's gross movements, fine motoric skills, and mental strength. The suturing rhythm must be timed in a brain-body-hand fashion. Conclusion: Bypass-Training is a critical part of neurosurgical training and not for a selected few. Diligent and meticulous training can enable every neurosurgeon to tame the art of bypass neurosurgery. This requires understanding the key features and hidden tricks of bypass surgery, as well as uncountable hours of training. In bypass neurosurgery, quality and time goes hand in hand. © 2017 Surgical Neurology International | Published by Wolters Kluwer - Medknow.
  • Rantavuori, Juhana (Helsingfors universitet, 2010)
    Objectives. In this research I analyzed the learning process of teacher students in a planning meeting using the expansive learning cycle and types of interaction approaches. In activity theory framework the expansive learning cycle has been applied widely in analyzing learning processes taking several years. However, few studies exist utilizing expansive cycles in analyzing short single meetings. In the activity theory framework talk and interaction have been analyzed using following types of interaction: coordination, cooperation and communication. In these studies single interaction situations have been analyzed, in which the status and power positions of participants has been very different. Interactions of self-directed teams, in which the participants are equal, have been examined very little. I am not aware of any studies, in which both learning actions of the expansive cycle and types of interaction by analyzing the same data would have been utilized. The aim of my study was to describe the process of collaborative innovative learning in a situation where the student group tries to accomplish a broad and ill-defined learning task. I aim to describe, how this planning process proceeds through different phases of learning actions of the expansive cycle. My goal is to understand and describe the transformations in the quality of interaction and transitions which are related to it. Another goal of this study is to specify the possible similarities and differences between expansive learning and types of interactions. Methods. Data of this study consisted of videotaped meetings, which were part of the study module for class teacher degree. The first meeting of the study module was chosen to be the primary research material. Five students were present in the group meeting. Transcription of the conversation was analyzed by classifying the turns of conversation following phases of the expansive cycle. After that the material was categorized again by using types of interaction. Results and conclusions. As a result of this study I was able to trace all the phases of the expansive cycle except one. Also, I was able to identify all interaction types. When I compared the two modes of analysis side by side I was able to find connecting main phases. Thus I was able to identify the interdependence between the two ways of analysis on a higher level, although I was not able to notice correlation on the level of individual phases. Based on this, I conclude that learning of the group was simultaneously specification and formulation of the object at the different phases of expansive learning and transformation of the quality of the interaction while searching for the common object.
  • De Jaegher, Hanne; Peräkylä, Anssi Matti; Stevanovic, Tuire Melisa (2016)
    What makes possible the co-creation of meaningful action? In this paper, we go in search of an answer to this question by combining insights from interactional sociology and enaction. Both research schools investigate social interactions as such, and conceptualise their organisation in terms of autonomy. We ask what it could mean for an interaction to be autonomous, and discuss the structures and processes that contribute to and are maintained in the so-called interaction order. We also discuss the role played by individual vulnerability as well as the vulnerability of social interaction processes in the co-creation of meaningful action. Finally, we outline some implications of this interdisciplinary fraternisation for the empirical study of social understanding, in particular in social neuroscience and psychology, pointing out the need for studies based on dynamic systems approaches on origins and references of coordination, and experimental designs to help understand human co-presence.