Situational context

Briefly, the dual-interaction approach postulates that two interactions — that between biology and environment and that between person and situation — work together to determine behavior. The Person and the Situational context interact to determine behavior in the short term. The Person, in turn, is a product of developmental factors that are both Biologi-... 

Arousal and cognition cross with the state-trait distinction in the Region-of-Intrapersonal Interaction to permit both state and trait forms of both arousal and cognition. The model places the Person in a Situational context, and both the Person and the Situation contribute separately and interactively to both physiological functioning and behavior. 

It will thus be impossible to reconcile the traditional view of chemistry, usually portrayed as a series of chemical changes represented as chemical equations, with a narrative view of the subject that would seek to portray the hves and achievements of individuals within the times and contexts of events. Even the textbook chemical equations would have to be represented as the culmination of many failed and partially successful efforts at analysis and synthesis. Yet the effort to move on from the traditional view would be worthwhile, for chemistry would then, more faithfully, be portrayed as a human endeavour set within temporal and social circumstances. This portrayal would, we argue, enable the subject to be seen as set within the general warp and weft of human creativity. We will show that the notions of situation, context, and narrative are currently often poorly represented in opportunities for chemical education (see also Chapter 5). To do this, and then to see what might be done to increase their contribution to future provision, we look at the various ways in which opportunities for informal chemical education is provided, starting with books. 

The previous examples show three forms of coordination coordination by command, i.e., a centralized approach coordination by consensus, i.e., cooperative, Pareto-improving solutions and coordination by default or no coordination except perhaps information sharing. In Section 8.7 we discuss possible reasons for each form of coordination. A complete theory that matches optimal coordination type to situation context remains a research topic at this point. 

Firstly, the characteristics of human errors in the cases in which work procedures are provided are summarized. It is notable that most of the events (16 of 19 events) occurred during low-power or startup conditions. Only three events occurred during a fidl-power operation two of the three events are deemed to be very difficult to identify in advance before a maintenance task is initiated because one event was related to a design feature that has not been provided on the contractor supplied documents, and the other event occurred under the situational context of an unexpected/unanticipated component failure. Only one event is considered to be identifiable in advance before a work is initiated through the checking of the state of signal interrelatedness . 

An important feature of ADS-IDAC is that all information must first he perceived by the operator prior to being used to formulate a diagnosis or activate a knowledge-based action. Because the perception process can filter and distort plant information, the operator s plant assessment will not necessarily match the actual plant state. Consequently, the operator may skip procediue steps that are relevant to the actual plant state or execute inappropriate knowledge-based actions. By examining the situations that cause the operator s perceived plant assessment to diverge from reality, situational contexts that might lead to human error events can be identified. 

Situations Contexts that were rated as everyday or unique and topical or non-topical (see p. 6)... 

This objection states that the removal of almost all context in CSIC is a methodological problem because experience seems to indicate that supra-computation only occurs within situational contexts. A solution can only be created when the problem is contextually understood. 

Person-side factors include personality traits and relevant knowledge, skills, and abilities but also include demographic characteristics such as race and gender. The environmental-side focuses on either the situational-context, such as organizational features or the person-context, the cumulative set of personal characteristics of individuals within the organization. This chapter examines the person-context and person-person fit is the perspective employed in this chapter. Individuals are attracted to others who have similar goals and values within the institutional context. This attraction may be a mediating factor in student decisions to persist or switch (Ostroff Schulte, 2007). 

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