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\"After living his life with clockwork precision, a man throws any and all caution to the wind in this freewheeling comedy drama. Frank Allen (Ryan Reynolds) is a successful motivational speaker and author whose book \"The Five-Minute Efficiency Trainer\" advises readers that strict organization and avoiding impulsive behavior is the key to success. Frank is married to Susan (Emily Mortimer), who has been his sweetheart since college, but while he's happy, she's beginning to have second thoughts -- she chose to be with Frank rather than his best friend, Buddy (Stuart Townsend), because of his sweet and gentle nature, but his new habit of carefully budgeting every moment of the day has squeezed most of the fun out of their lives. After a quarrel with Susan leaves Frank in a troubled state of mind, he's enthusiastically propositioned by a sexy woman at a self-help seminar (Sarah Chalke), and has to take a pregnant woman (Jocelyne Loewen) to the hospital when he nearly runs her over on the street. Susan learns about Frank's day and comes to the mistaken conclusion that he's been unfaithful to her with both women. Susan leaves him and Frank decides that his hyper-organized life is to blame for the collapse of his marriage. Suddenly, Frank figures it's time to give his id full reign -- he buys a motorcycle, starts fist fights in bars, sleeps with strange women, takes up streaking, and does nearly everything the old Frank would warn him against\"--Allmovie.com, viewed January 5, 2018.

PurposeSocial enterprises are embedded in ecosystems with multiple actors interested in the field’s growth. One way to enhance social enterprises is through public policies and developing countries like Brazil included this in the public agenda. After an important mobilization of private organizations and public managers, the Brazilian federal government implemented in 2017 the National Impact Investment and Business Strategy (ENIMPACTO) renamed in 2023 to National Impact Economy Strategy with the same abbreviation. Since its creation, ENIMPACTO saw significant modifications leading to a decree in 2023 extending its mandate, amplifying membership and changing its name to the National Impact Economy Strategy while maintaining the same acronym. This experience leads us to the following question: How was ENIMPACTO created and developed?Design/methodology/approachWe used institutional arrangements and advocacy coalition theory to analyze the key elements that contributed to ENIMPACTO’s creation and its evolution through time. A qualitative, single-case study on the Brazilian experience implementing ENIMPACTO was conducted through semi-structured interviews with national strategy members, participant observation, document and data analysis.FindingsWe argue that advocacy coalition and institutional arrangements frameworks combined are needed to understand Enimpacto’s complexity. The strategy presented an extensive multiple-actor articulation involving shared beliefs that were also important to gather support on recreating and expanding Enimpacto when external events threatened its continuity. Yet, it presented important challenges on how to achieve consensus and alignment regarding important concepts and regulation strategy among the actors and manage the public policy governance and activities implementation.Originality/valueWe combine institutional arrangements and advocacy coalition frameworks and apply them to analyze a public policy composed of actors of multiple sectors that play an active advocacy coalition role. We also present empirical evidence that elements of the advocacy coalition framework add analytical elements to institutional arrangements literature and how they affect each other. We point to two important elements of the institutional arrangements framework (territoriality and subsidiarity) that were not initially considered by ENIMPACTO and were later incorporated because of tensions in the field. We provide empirical evidence of the incipient role that public administration can play in promoting social enterprises' agenda that might base similar strategies to boost social enterprises in other locations.

The urgency of current social challenges is driving new approaches to framing and funding research, development, and innovation. The “mission-oriented” approach framing the EU’s New Horizons funding program is the latest institutional response to the pressing needs of large system transformations we are facing. We view the likely targets of mission-oriented programs as dynamic entities requiring both adaptive, inclusive responses, and anticipatory exploration. We demonstrate how participatory foresight methods provide an essential forum and process for the expression of plural, socio-technological imaginaries. As citizens and other stakeholder groups have demonstrated their myriad capacities to contribute to research and innovation agenda-setting processes in future-oriented citizen dialogs, we argue that such methods are the essential compliment to the mission-oriented framework coming into play. Participatory foresight engages citizens in critical thinking and creative activities to articulate the evolution of socio-technological issues over an extended time horizon, seeking diverse perspectives on what goals and priorities will come to define “missions.” Utilizing outputs from two recent projects, we argue that participatory foresight methods can play an essential role in bridging citizen needs with policy requirements, and will increase the reflexivity of innovation systems that invest the needed time and resources into exploring the depth of multi-actor interests and intersections. Finally, we outline possible impact pathways demonstrating how these “bottom-up” contributions could be integrated into the development of challenge-led innovation priorities.

We propose a method for visualizing literary works that quantitatively extracts the mutual relationships among play characters from the narrative of a storyline. The method first determines the cross-correlation of the appearance frequencies in the time domain between two play characters, which is calculated for all pairs of characters in each narrative. We also calculate the correlation among three play characters to find unique triangular relationships. Then we create a graphical representation of the relationships using node-link representations based on a physical potential model. The method is suitable for dramas, as demonstrated for ten famous Shakespeare plays. The resulting visualizations show good agreement with the conventional understanding of each play and also provide new insight into Shakespearean criticism.

Increased attention has been paid to how the spatial dimensions of social–ecological systems are formative in shaping their ability to negotiate change and remain resilient. This paper moves this research further by exploring how diverse forms of power play a crucial role in shaping these spatial dimensions and the production of social–ecological outcomes. Grounding these explorations in a National Protected Area in Lao PDR, this paper explores how power relationships operate through the spatial and temporal domains of complex systems. Findings suggest (at least) four important insights: (1) the exercise of power materializes in policies and programs and becomes written onto the spaces of social–ecological systems through boundary creation, zonation, and other social processes that (re)define spatial meanings; these meanings vary by social actor; (2) policies and programs map out unevenly across space and time as they interact with antecedent social–ecological conditions in ways that preclude linear causal relationships between policy and outcomes; (3) although local in their expression, spatialized disputes in social–ecological systems draw on cross-scalar discourses and networks of power to bolster, undermine, and (de)legitimize competing environmental and social narratives; and (4) however powerful institutions and actor-networks may be, they are never fully hegemonic as they are attenuated by other discourses and operations of power, although these all play out across a highly uneven sociopolitical terrain. Paying greater attention to the spatial and temporal dynamics of power may be much more than a project of introducing yet another variable into the already complex admixture of analytic elements. Rather, by rendering these explicit as objects of analysis, common insights may change entirely or even be overturned.

This article examines the use of technology through creative collaborative drama writing as opposed to using only the traditional “chalk and talk” methods of teaching for Language Classes based on the students’ perspectives. The research was conducted with first year English Literature students who took a Literary Terminology course over a period of ten weeks. The data were collected through observation of the course instructor and interviews. A qualitative approach was used in this study. A case study was chosen and questions were prepared for a semi-structured interview form in order to gather data. Content analysis was used to examine the data. The purpose of this study is to reveal the importance of alternative, innovative and effective teaching applications in English language teaching. It is believed that, if teachers or teacher candidates experience student-centred and modern teaching methods, they will have increased capacity to deliver lectures with higher quality. When the findings of the research are examined, it can be seen that the teachers experienced time management problems, both before and after the application. Consequently, it is believed that teachers and teacher candidates require time management training for class activities.

This teaching case brings the true story of a destructive fire at mobile phone company Vodafone in The Netherlands to life. The fire has had a huge impact on the company, its customers, and society at large. The story illustrates the impact of mobile phone communication disturbances, and crisis communication within organizations. The case is suitable for classes of bachelor students in business economics or information technology, and for executive education. The case is written as a play, which enables course participants to engage in experiential learning. Materials provided include actual communication material developed by Vodafone during the crisis.

The purpose of this study was to determine the perceptions of pre-service mathematics teachers related to drama-based instruction. For this purpose, effects of a drama-based mathematics course on senior class pre-service mathematics teachers' knowledge about drama-based instruction and teacher candidates' competencies for developing and implementing drama-based lesson plans were investigated. Participants of the study were 21 senior class pre-service mathematics teachers of a public university in Turkey. Data were collected through an open-ended evaluation form, lesson plans and self-assessment reports. After the 11-week implementation of drama-based activities with teacher candidates, pre-service mathematics teachers succeeded to develop unique lesson plans and implement them with pupils. Lesson plans and self-assessment reports of teacher candidates were analyzed according to descriptive and content analysis. Findings were discussed according to the emergent categories.

The present study evaluated the effects of classwide satiation and embedded reinforcement procedures on preschoolers' activity preferences during scheduled free‐play periods. The goal of the study was to increase time allocation to originally nonpreferred, but important, activities (instructional zone, library, and science) while continuing to provide access to all free‐play activities. The satiation intervention applied to preferred activities resulted in increased time allocation to the instructional and science activities, the customized embedded reinforcement interventions resulted in increased time allocation to all three target activities, and high levels of attendance to the instructional and library activities were maintained during follow‐up observations. Implications for the design of preschool free‐play periods are discussed.

Despite a growing awareness among teachers of the importance of recognizing and valuing a broader range of students' literate resources and experiences, including those that are culturally and linguistically linked, in many language arts classrooms students' literacy practices continue he marginalized—remaining peripheral to, if not at odds with, the central work of the classroom. This ethnographic study, featuring a sixth-grade African American girl, examined one such case of marginalization that occurred in an urban English language arts classroom during an integrated novel study unit. Drawing on the Bakhtinian concept of dialogism, the study considers how a student-authored play showcasing cultural and linguistic resources disrupted the planned curriculum and how tensions were negotiated by the teacher, student, and researcher. In spite of the student's efforts and the teacher's best intentions, hegemonic centripetal forces resisted and ultimately marginalized students' literate interests and agendas in this classroom. Recommendations from this research include planning on, and for, dialogism by deliberately structuring curricula so there is both time and space for students' literate interests, resources, and abilities.