A Classification Framework for Analyzing the War and Peacemaking Potential of News Media in Pakistan

In this study, we present a contextual model for analyzing the escalatory and de-escalatory trends in media reporting of seven conflicts in Pakistan. For this purpose, we combined findings from both survey and content analysis. While the survey helped to examine the journalists’ perceptions about the security threats of conflicts and the factors that influence the reportage, the content analysis was utilized to analyze the escalatory and de-escalatory characteristics in the coverage. The findings show that high security conflicts lead to a patriotic reporting scenario that results in high escalatory coverage. There is a significant decrease in the escalatory coverage as the assumed threat level of a conflict decreases. Similarly, we found that a conflict in which journalists exercised more relative freedom from pressure groups was reported in de-escalatory fashion. These findings can be useful for strategizing for the implementation of peace journalism in Pakistan in particular and elsewhere in general.

Erratum: Comment on “On a contextual model refuting Bell’s theorem”

Erratum

Trans-Contextual Model Predicting Change in Out-of-School Physical Activity: A One-Year Longitudinal Study

The aim of the current study was to test the long-term predictive validity of the trans-contextual model in accounting for variance in adolescents’ out-of-school physical activity measured by self-report and accelerometer based-devices over a one-year period. Secondary school students ( N = 265) aged 11 to 15 years completed a three-wave survey on two occasions in time, spanning a one-year interval, measuring perceived autonomy support in physical education (PE), peer and parent autonomy support in leisure-time, autonomous and controlled motivation in PE and leisure-time, attitude, subjective norms, perceived behavioural control, intention, and out-of-school physical activity both by self-report and accelerometer-based devices. A variance-based structural equation model using residualized change scores revealed that perceived autonomy support from PE teachers predicted autonomous motivation in PE, and autonomous motivation in PE predicted autonomous motivation in leisure-time. In addition, peer and parent autonomy support predicted autonomous motivation in leisure-time. Autonomous motivation in leisure-time indirectly predicted physical activity intention mediated by attitude and perceived behavioural control. Intention predicted self-reported physical activity participation, although the effect was in the opposite direction to our prediction, but not physical activity measured by accelerometer-based devices. Results support some tenets of the trans-contextual model over a one-year time period, particularly the determinants of physical activity intentions. The introduction of COVID-19 restrictions may explain the negative relationship between intention and self-reported physical activity. Further longitudinal studies are needed to verify the results of the current study.

Erratum on a contextual model refuting Bell's Theorem

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Structural and contextual model of a concept

The central notion of the cognitive linguistics “concept” has been defined in a number of ways thus the authors suggest the unique way to treat its structure and content. The article provides the interpretation variability of a concept taking into account two approaches – lingual and cultural and semantic and cognitive one which construct cognitive and discourse vector lying in the dimension of both cognition and communication. Whereas the content of a concept is carried out via multidimensional (thinking and speaking in the first place) activity of a person the work considers its structure (imaginary, notional, axiological and adorative (secret) components being in a harmonious unity with the structure of a communicative personality (pragmatic-motivational, cognitive, verbal-semantic, transcendental levels). Concept is a coherent ethnic and mental unit possessing complex four-level structure. It implies interaction and interrelation between a concept and communicative personality, their two-side hierarchical connection particularly using spiritual halo. The following research methods were used in the work: observation, induction and deduction, analysis and synthesis, modelling method, which are necessary for the objective scientific definition of the subject in question; cognitive and discourse analysis. The article provides stratification of a concept in connection with the structure of communicative personality.

Predictors of school students’ leisure-time physical activity: An extended trans-contextual model using Bayesian path analysis

The present study aimed to examine effects of motivational and social cognition constructs on children’s leisure-time physical activity participation alongside constructs representing implicit processes using an extended trans-contextual model. The study adopted a correlational prospective design. Secondary-school students (N = 502) completed self-report measures of perceived autonomy support from physical education (PE) teachers, autonomous motivation in PE and leisure-time contexts, and social cognition constructs (attitudes, subjective norms, perceived behavioral control), intentions, trait self-control, habits, and past behavior in a leisure-time physical activity context. Five weeks later, students (N = 298) self-reported their leisure-time physical activity participation. Bayesian path analyses supported two key premises of the model: perceived autonomy support was related to autonomous motivation in PE, and autonomous motivation in PE was related to autonomous motivation in leisure time. Indirect effects indicated that both forms of autonomous motivation were related to social cognition constructs and intentions. However, intention was not related to leisure-time physical activity participation, so model variables reflecting motivational processes did not account for substantive variance in physical activity participation. Self-control, attitudes, and past behavior were direct predictors of intentions and leisure-time physical activity participation. There were indirect effects of autonomous motivation in leisure time on intentions and physical activity participation mediated by self-control. Specifying informative priors for key model relations using Bayesian analysis yielded greater precision for some model effects. Findings raise some questions on the predictive validity of constructs from the original trans-contextual model in the current sample, but highlight the value of extending the model to incorporate additional constructs representing non-conscious processes.

A Contextual Model for Planning Continuing Education Programmes for University Library Practitioners in Vietnam

<p>Continuing education (CE) for library and information management (LIM) practitioners is an ongoing issue in the profession. In particular, due to the current significant changes in library and information services in the Vietnamese context, especially in university libraries, CE is a priority for enhancing the ability of practitioners and upgrading the capability of libraries to meet the demands of higher education as well as to meet the demands of socio-economic development of the country. The purpose of this study is to provide a contextual model for CE that will assist providers and university libraries in designing and implementing more effective learning programmes for the practitioners. The study focuses on determining the factors affecting CE, and on identifying and prioritising key learning needs among university library practitioners in Vietnam. The study employed a preliminary model for CE based on the literature and developed specifically for the Vietnamese context as a framework to gather data. Ten individual interviews with university library managers, and 17 focus group interviews with operational staff were conducted. In addition, related documentary evidence from participating university libraries, relevant ministries and the central government were gathered and examined. Based on the obtained data the model was assessed and revised, and the learning needs for Vietnamese university library practitioners were identified and prioritised. The study found five main factors significantly affect CE: social factors, professional factors, organisational factors, individual factors, and the nexus between the individual practitioner's and his or her organisation's needs. These factors also particularly affect triage, the process of identifying and prioritising learning needs for university library practitioners. In regard to learning needs, in this study specific areas of professional knowledge and skills are identified as the first priority and generic skills as the second priority for library operational staff while management knowledge and skills are identified as the first priority and professional knowledge and skills as the second priority for library managers. These findings are useful for (1) government and professional organisations, university libraries and library managers in establishing relevant policies and activities to facilitate the CE of library practitioners, (2) CE providers in designing and implementing effective CE programmes, (3) practitioners in enhancing their learning pursuits.</p>

A Contextual Model for Planning Continuing Education Programmes for University Library Practitioners in Vietnam

<p>Continuing education (CE) for library and information management (LIM) practitioners is an ongoing issue in the profession. In particular, due to the current significant changes in library and information services in the Vietnamese context, especially in university libraries, CE is a priority for enhancing the ability of practitioners and upgrading the capability of libraries to meet the demands of higher education as well as to meet the demands of socio-economic development of the country. The purpose of this study is to provide a contextual model for CE that will assist providers and university libraries in designing and implementing more effective learning programmes for the practitioners. The study focuses on determining the factors affecting CE, and on identifying and prioritising key learning needs among university library practitioners in Vietnam. The study employed a preliminary model for CE based on the literature and developed specifically for the Vietnamese context as a framework to gather data. Ten individual interviews with university library managers, and 17 focus group interviews with operational staff were conducted. In addition, related documentary evidence from participating university libraries, relevant ministries and the central government were gathered and examined. Based on the obtained data the model was assessed and revised, and the learning needs for Vietnamese university library practitioners were identified and prioritised. The study found five main factors significantly affect CE: social factors, professional factors, organisational factors, individual factors, and the nexus between the individual practitioner's and his or her organisation's needs. These factors also particularly affect triage, the process of identifying and prioritising learning needs for university library practitioners. In regard to learning needs, in this study specific areas of professional knowledge and skills are identified as the first priority and generic skills as the second priority for library operational staff while management knowledge and skills are identified as the first priority and professional knowledge and skills as the second priority for library managers. These findings are useful for (1) government and professional organisations, university libraries and library managers in establishing relevant policies and activities to facilitate the CE of library practitioners, (2) CE providers in designing and implementing effective CE programmes, (3) practitioners in enhancing their learning pursuits.</p>