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Ewa Pisula, Monika Pudło, Monika Słowińska, Rafał Kawa, Anna Banasiak and Emilia Łojek
Pragmatics Conference, 8-13 September 2013. New Delhi, India.
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Bartczak, M., & Bokus, B. (2015). Cognitive representations (Metaphorical conceptualizations) of past, future, joy, sadness and happiness in depressive and non
widespread use and adoption of big data applications is unlikely ever to go beyond the pages of policies, academic papers, and speculative industrial articles. The real world of government, industry, and business is a pragmatic one, driven by business value, efficiency, and competition. If the added value of big data applications and services cannot be clearly established beyond the realm of speculation and theory, then its survival is doomed.
The Need for New Agendas in Information Systems
Some attempt to address the set of basic questions posed above is crucial if
cannot help but endorse. Yet, rather than understanding Forester's provoking question as a mere aporia, in this article I take on his call by stressing the role of research and its function as a mediacy within the never-ending theory-practice interaction. However, my aim is not necessarily to state the type of research that would ultimately enable planners to be(come) better (the assessment of 'better' is, in my view, far too problematic and requires a discussion of its own Affirming 'better', for starters, implies that planners are already 'good' at what they do; and
articles about cinemeducation already published usually offer a narrative view from an author that had used movies or movie clips in teaching, or in some way report on the feedback from learners engaged in cinemeducation ( 11 ).
In our study, similarly as in the aforementioned article ( 15 ), we used a theoretical framework as a basis for the selection of movies. As we wanted to test the template of EURACT Educational Agenda ( 2 ) on the case of education with movies, we used a pragmatic method of selection of movies, based on trainers’ opinions. The aim was not to
classroom”, Academy of Management Learning & Education, Vol. 13, No. 2, pp. 171-186.
Bejinaru, R. (2018), “Factorial analysis perspectives upon students’ skills in the knowledge economy”, Management Dynamics in the Knowledge Economy, Vol. 6, No. 2, pp. 265-284.
Bejinaru, R. (2017a), “Universities in the knowledge economy”, Management Dynamics in the Knowledge Economy, Vol. 5, No.2, pp. 251-271.
Bejinaru, R. (2017b),”Knowledge strategies aiming to improve the intellectual capital of universities”, Management & Marketing. Challenges for the Knowledge
Stefan Greiving, Mark Fleischhauer, Timo Tarvainen, Philipp Schmidt-Thomé and Jaana Jarva
the above meaning of the term is extended to be applied to programmes and policies ( ESPON Project 3.1 2004 , p. 432). The ESPON 2006 programme has been set up to support policy development and to build a European scientific community in the field of territorial development. The main aim is to increase the general body of knowledge about territorial structures, trends and policy impacts in an enlarged European Union.
The aim of this article is to develop a TIA methodology for EU environmental policies and programmes. Based on the analysis of existing impact