Theoretical Background Clause Samples
The 'Theoretical Background' clause serves to provide the foundational concepts, principles, or prior research that underpin the subject matter of the agreement or document. Typically, this section outlines relevant theories, models, or established knowledge that inform the context or rationale for the agreement's provisions. For example, in a research collaboration, it might summarize key scientific findings or methodologies that the project builds upon. Its core practical function is to ensure all parties share a common understanding of the underlying framework, thereby promoting clarity and aligning expectations regarding the basis for the agreement.
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Theoretical Background. The effects of demographic faultlines on group processes and performance are often explained using the theories of similarity-attraction, social identity, and social categorization. The similarity-attraction paradigm posits that group members are attracted to similar others (▇▇▇▇▇, 1971), such that members who share a demographic characteristic will be likely to form a subgroup on the basis of the mutual similarity. Social categorization theory argues that the categories that people base their identities on (and thus admire in similar others) proscribe their behavior. When social identities are salient, people will strive to enhance themselves by making their in-group appear superior to the out-group (▇▇▇▇▇▇ & ▇▇▇▇▇▇, 1986; Turner, 1987). To accomplish this, members may exhibit pride and loyalty to their in-group and derogatory and prejudiced attitudes and behavior toward the out-group (▇▇▇▇▇▇▇ & ▇▇▇▇▇▇, 1989). These processes over time may lead to a breakdown in communication between subgroups (e.g., Lau & ▇▇▇▇▇▇▇▇▇, 2005) and the eventual polarization of the different subgroups from each other (c.f. Lau & ▇▇▇▇▇▇▇▇▇, 1998). We propose that faultline placement (whether the faultline creates a solo-split or coalitional split) determines the degree to which these social psychological mechanisms impact team processes and outcomes. While past research has explored whether processes such as these lead faultlines to be associated with higher levels of conflict (e.g., ▇▇▇ & ▇▇▇▇▇▇▇▇▇, 2005; ▇▇ & ▇▇▇▇▇▇▇▇, ▇▇▇▇; ▇▇▇▇▇▇ et al., 2006; ▇▇▇▇▇▇▇▇ et al., 2003), research has yet to investigate how the effects of faultlines might vary depending on the placement of the faultline in the group – whether the faultline divides two subgroups from each other or whether the faultline separates a single member from a larger subgroup. In this chapter, we specifically focus on the group process of conflict as explaining the effects of faultline placement on team and individual performance. Because our study examines team composition, conflict is a particularly relevant construct, as past theory and research has often suggested that these two concepts - team composition and conflict - are closely related (e.g., ▇▇▇▇, ▇▇▇▇▇▇▇▇▇▇, & ▇▇▇▇▇, 1999; ▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇▇▇, & ▇▇▇, 1999). Additionally, conflict has been found to be a major contributor to the effects of group processes on outcomes such as performance or satisfaction (e.g., ▇▇▇▇▇▇, 1996; ▇▇ ▇▇▇▇ & ▇▇▇▇▇▇▇▇, ▇▇▇▇; ▇▇▇▇, 1995; 1997...
Theoretical Background. In the literature of language development, some analyses have been put forward to account for the phenomenon known as object clitic omission (see
Theoretical Background. The value and innovation chain of genetic resources
Theoretical Background. This subsection, which is largely adapted from our previous work [106], presents the LA algorithm and its automata-related concepts. ∈ ⊆ S ∈ ∈ ∈ ∈ ∈ ∈ ǁ ǁ ⊆ ǁ ǁ ∈ ǁ ǁ ≥ ⊆ { | ∈ ∈ } { } S≥ Before continuing, we introduce the notations used in the section. For a finite alphabet A, A∗ denotes the set of all finite sequences with members in A. s denotes the empty sequence. For a sequence a A∗, a denotes the length (number of symbols) of a; in particular s = 0. For a finite set of sequences U A∗, U denotes the length of the longest sequence(s) in U . For a, b A∗, ab denotes the concatenation of sequences a and b. an is defined by a0 = s and an = an−1a, n 1. For U, V A∗, UV = ab a U, b V ; Un is defined by U 0 = s and Un = Un−1U, n 1. A[n] = 0≤i≤n Ai denotes the sets of sequences of length less than or equal to n with members in the alphabet A. For a sequence a A∗, b A∗ is said to be a prefix of a if there exists a sequence c A∗ such that a = bc. The set of all prefixes of a is denoted by pref (a); for U A∗, pref (U ) = a∈U pref (a). For a sequence a A∗, b A∗ is said to be a suffix of a if there exists a sequence c A∗ such that a = cb. For a finite set A, card(A) denotes the number of elements in A. We start by introducing some classic definitions from automata theory. ⊆ × −→ ∈ A deterministic finite automaton (DFA) M is a tuple (A, Q, q0, F, h), where: A is the finite input alphabet; Q is the finite set of states; q0 Q is the initial state; F Q is the set of final states; h is the next-state, h : Q A Q. A DFA is usually described by a state-transition diagram. −→ ∈ ∈ × The next-state function h can be naturally extended to a function h : Q A∗ Q. A state q Q is called reachable if there exists s A∗ such that h(q0, s) = q. M is called reachable if all states of M are reachable. Given q ∈ Q, the set Lq is defined by Lq = {s ∈ A∗ | h(q, s) ∈ F }. When q is the initial state of M , the set is called the language accepted by M and the simpler notation LM is used. Given Y ⊆ A∗, two states q1, q2 ∈ Q are called Y - equivalent if Lq1 ∩Y = Lq2 ∩Y . Otherwise q1 and q2 are called Y -distinguishable. If Y = A∗ then q1 and q2 are simply called equivalent or distinguishable, respec- tively. Two DFAs are called (Y -)equivalent or (Y -)distinguishable if their initial states are (Y -)equivalent or (Y -)distinguishable, respectively. A DFA M is called reduced if every two distinct states of M are distinguish- able. A DFA M is called minimal if any DFA that accepts LM has at lea...
Theoretical Background. Under this consideration, we aim at understanding how digital technologies, enabling DIDIY-ing, are reshaping the work of a worker in a manufacturing firm. To understand the reshaping of a work we believe that it is relevant to take into consideration the concept of job characteristics and therefore referring to the job characteristics model (JCM; ▇▇▇▇▇▇▇ & ▇▇▇▇▇▇ 1980) as the theoretical set of lens that let us understand the impact of digital technologies on employees’ jobs. We start from the work carried out by ▇▇▇▇▇▇ and ▇▇▇▇▇▇▇▇▇ in 2010 on ERP systems and we adapt it to digital technologies. JCM posits that various job characteristics together influence job satisfaction. The JCM takes into consideration five constructs that pertain to job characteristics. The first is task significance: “the extent to which a job has impact on the lives of people in an organization or society in general”. The second is task identity: “the extent to which a job involves completing a whole identifiable outcome”. The third is skill variety: “the extent to which a job requires the use of different talents”. The fourth is autonomy: “the extent to which a job provides the employee with discretion to choose how the work is done and to set the schedule for completing the work activities”. The fifth is feedback: “the extent to which carrying out the work activities provides the employee with clear information about his or her performance”. As reported by ▇▇▇▇▇▇ and ▇▇▇▇▇▇▇▇▇, “Job satisfaction is defined as the extent of positive emotional response to the job resulting from an employee’s appraisal of the job as fulfilling or congruent with the individual’s values (▇▇▇▇▇▇▇ 2001) and other key job outcomes, such as organizational commitment, turnover intentions, and job performance (e.g., ▇▇▇▇▇▇ et al. 1979; ▇▇▇▇▇▇▇▇▇ 1989; ▇▇▇▇▇▇▇▇ et al. 2000; ▇▇▇▇▇ et al. 1996; ▇▇▇▇ & ▇▇▇▇▇ 1993; ▇▇▇▇▇▇▇▇ et al. 2002)”. Although widely dealt in IS literature (e.g., Ang & ▇▇▇▇▇▇▇▇▇ 2001; ▇▇▇▇▇▇▇ & ▇▇▇▇▇▇▇▇▇ 1993; ▇▇▇▇▇▇▇ et al. 1994; ▇▇▇▇▇▇▇▇▇ 1989; ▇▇▇▇▇▇▇▇ et al. 2002; ▇▇▇▇ et al. 1998), the topic of job characteristics is becoming nowadays central given that the deployment of new technology is representing one of the most significant organizational change events in today’s firms (▇▇▇▇▇▇ et al. 2007; Jarvenpaa & ▇▇▇▇▇▇▇▇ 1998). A theory according to which is possible to analyse the problem, is the sociotechnical one. It takes into consideration that job outcomes can be influenced by job des...
Theoretical Background. In order to understand the competition in the transatlantic air transport market, we need to understand what competition is, and what the variables that are possibly related to competition are. This chapter will outline the theoretical backgrounds of these concepts and provide an answer to the sub-question: “what is competition, and which variables are possibly related to it?” Therefore, firstly, the descriptions of competition and the variables possibly related to it will be given in a general sense. After that, we will put it in the perspective of aviation.
Theoretical Background. A company under its own initiative identifies the need to enter into an alliance, then, identifies the best partner available and finally chooses a contract that is appropriate to achieve formalize the alliance. Instead, ▇▇▇▇▇▇ (1993) found that the vast majority of new partnership opportunities were presented to firms through joint strategic allies already obtained. Thus, organizations focused on their existing relationships first searched for possible new partners or searched references to potential allies for allied partners. The formation ofjoint venturestoKogut(1988) consists of three main reasonswhichcan also be usedfor all typesof strategic alliances:
A. Transaction costs ofreducednumberofnegotiations.
B. Strategic behaviorthatleads firmstoimproveits competitive positionormarket power, and
C. The pursuit oforganizational cultureor to learnthe resultswhen one or bothpartnersneedto acquirea significantknowledge of the otherpartner. Whilepartnershipscanbe seen asa different way ofgovernancethan thoseof marketsand hierarchies, there is a considerable difference inthe formal structureof the partnershipsthemselves.The wide varietyof organizational structuresimplies that firmsfacea set ofoptions to achievestructure theiralliances(▇▇▇▇▇▇, 1990). The differentpathsof evolution thatfollow thepartnerships canhave important consequenceson their performance.Therefore,understanding the evolutionof alliancesprovidescritical insightson howthese linkscan be managedin the best way. Firms canmake significant changesthat may changethe original design ofanypart of the allianceonce it isalready done(▇▇▇▇▇▇▇▇, 1986). Toassess the performanceof alliances, there have been a number ofstudies, butthey have failed toidentify thefactors,whichinclude:
A. Flexibility in the management ofthe partnership.
B. Building trustbetween the allies,
▇. ▇▇▇▇▇▇▇▇ exchange ofinformation between partners,
D. Constructive conflict management, E. Continuity of relatedand responsible for thecommunication systemof the firmand alliancestaff,and
▇. ▇▇▇▇▇▇ the expectations ofpartners, among others. Among theconsiderations based onthe institutions forstrategic alliances, there is a regulatorypillarwithin whichthere are twodimensions: A. First, formal modesof market entryrequirementsaffectalliances and networks, governments discourage orprohibitacquisitionsfirms.
B. And second, there are antitrustconcerns orconspiracy, in which firmsestablish allianceswithcompetitorsin the same industry, and thisraises...
Theoretical Background. The case for a more qualitative focus is best made using ▇▇▇▇▇▇’▇ respected guide (▇▇▇▇▇▇, 1987): Argument Skill2e The programme emphasise individual outcomes Work packs 1,2,3 and 4 are focused at individual students undergoing an overseas placement. Other stakeholders, such as enterprises and seen in relation to these individuals. The internal dynamics of the programme are intrinsic to the evaluation Work packs 1,2, 3 and 4 derive the interventions from academic sources and key processes are defined accordingly. It is required that the outcomes of the project facilitate reflection and refinement of the underlying academic principles and their implementation. The evaluation requires detailed analysis of individual cases Work packs 3 and 4 in particular are expected to generate particularly successful and disappointing outcomes. The range of enterprises also suggests a case based, rather than generalist approach. It is necessary to identify critical incidences and factors in both cases There is a focus on diversity Diversity is rampant throughout the project. Many different nationalities of student (nationality being far from a homogeneous category itself) from a diversity of Universities will travel to different countries to undertake a variety of work placements and different enterprises. All of these elements generate the need for a range of qualitative evaluation techniques to accommodate diversity among all three stakeholders. There a need to evaluate details of individual interventions It is possible- even likely –that few students will experience all parts of the skill2e interventions in the same way. The IDI diagnostic test will initially segment students according to their level of preparation, which will generate different experiences for both IDI training and the pre departure training in work pack 2. The cultural mentor support in work packs 3 and 4 have more than one mode of delivery, and work pack 4 may be the most diverse intervention of all. Evaluation techniques must thus be able to follow details of individual interventions in context. The is an emphasis on programme improvements Work packs 1 through to 5 have the intention of anticipating and testing programme improvements There is a need to evaluate quality of inputs rather than quantity It is not enough to note that activities have taken place or not, the programme needs to learn of the impact of cultural mentors, pre departure training and so on. Similarly, the inter cultural reflectio...
Theoretical Background. As is well-known, the traditional view based on the ‘stress-timed’ and ‘syllable-timed’ dichotomy was introduced by [7]; [1] proposed the concept of isochrony, claiming that stress-timed languages exhibited regular inter-stress intervals (hence the name iso-accentual languages), whereas syllable- timed languages presented syllables of roughly the same length (hence the name iso-syllabic languages). Further investigation brought to the classification of most Romance languages as syllable-timed and of most Germanic and Slavonic languages as stress-timed. Some languages, e.g. Japanese and Tamil, did not fit in either category, but rather seemed to belong to a third rhythmic type based on the ▇▇▇▇. However, various scholars did not find experimental evidence of isochrony at the foot nor at the syllable level (cp. [9]), concluding that the impression of syllable or stress- timing may merely be a matter of perception. Other authors (e.g. [3] and [4]) suggested that stress-timing and syllable-timing had to be considered as the poles of a continuum along which languages are scattered and proposed a set of phonological properties shared by the languages belonging to the same rhythmic group, the most important being: a) the presence vs. absence of vowel reduction; b) a complex vs. simple syllabic structure; c) the tendency of stress to attract phonological material and to build up heavy syllables vs. no such tendency. The more of these properties a language possesses, the more it is likely to be near the syllable-timing or the stress- timing end of the continuum. Among the different methods devised (e.g. [5], [8]), ▇▇▇▇▇ et alii [8] proposed three acoustic correlates of these phonological properties, namely the standard deviation of vocalic intervals ∆V (indicative of the presence/absence of vocalic reduction), the standard deviation of consonantal intervals ∆C (indicative of the complexity of the syllabic structure) and the vocalic percentage %V (indicative of both the above mentioned phonol- ogical properties). In their study, stress-timed languages resulted, as expected, in higher ∆V and ([2], [4], [8], [12], [13]).
Theoretical Background. In this chapter, I first review the theory of interlanguage which is a primary source of data used in any L2 acquisition research, highlighting its variability across and within (a) task(s). In the next section, two conflicting hypotheses accounting for morphological variability are presented, namely a representational versus non-representational account. The following session is invested in providing supporting evidence for the non-representational account which this thesis adopts. To highlight the complexity of S-V agreement, apart from functional morphology being the bottleneck of L2 acquisition, I also discuss how complex number marking is in English in the subsequent section. In section 2.5. previous research on S-V agreement in L1 acquisition is further discussed, focusing on difficult agreement conditions for native speakers of English, which are likely to be also challenging for L2 learners. The final section of this chapter reviews previous studies on S-V agreement among L1 Norwegian learners of English, which deal with both comprehension (▇▇▇▇▇▇ 2016) and production tasks (Garshol 2019; Killie 2019a and b). At the end of this chapter, research questions are presented based on the reviewed literature.