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Popularly, metaphysics is considered to be the antonym for physics. Argues that this attitude is a hangover from outdated forms of empiricism and positivism. In the light of cybernetic epistemology, scientific theories are linguistic structures which help to produce predictions of events. These structures are not directly deduced from experience, but guessed and then justified a posteriori. Metaphysics provides a basis for such structures. Proposes the principle that the ultimate reality we find in the physical world is that of action. Modifies Schopenhauer's formula as the world is action and representation, with action taking ontological precedence, and not to the space‐time picture of the world. For a picture is only a picture, a representation which changes from one subject to another, from one theory to another; while action is an irrefutable reality. Thus the concept of action in abstracto is taken and on this basis an attempt is made to interpret the fundamental concepts of knowledge: what are objects, what is objective description of the world, what is space and time?

The current golden standard for attention deficit hyperactivity disorder (ADHD) diagnosis is clinical diagnosis based on psychiatric interviews and psychological examinations. This is suboptimal, as clinicians are unable to view potential patients in multiple natural settings – a necessary condition for objective diagnosis. The purpose of this paper is to improve the objective diagnosis of ADHD by analyzing a quantified representation of the actions of potential patients in multiple natural environments.

The authors use both virtual reality (VR) and artificial intelligence (AI) to create an objective ADHD diagnostic test. Diagnostic and statistical manual of mental disorders, 5th Edition (DSM-5) and ADHD Rating Scale are used to create a rule-based system of quantifiable VR-observable actions. As a potential patient completes tasks within multiple VR scenes, certain actions trigger an increase in the severity measure of the corresponding ADHD symptom. The resulting severity measures are input to an AI model, which classifies the potential patient as having ADHD in the form inattention, hyperactivity-impulsivity, combined or neither.

The result of this study shows that VR-observed actions can be extracted as quantified data, and classification of this quantified data achieves near-perfect sensitivity and specificity with a 98.3% accuracy rate on a convolutional neural network model.

To the best of the authors’ knowledge, this is the first study to incorporate VR and AI into an objective DSM-5-based ADHD diagnostic test. By including stimulation to the visual, auditory and equilibrium senses and tracking movement and recording voice, we present a method to further the research of objective ADHD diagnosis.

The purpose of this paper is to explore the dynamics involved in the emergence and change of management accounting routines. It seeks to provide an understanding of the ways in which these complex routines foster stability and change in management accounting practices.

A longitudinal case study was conducted at the Rabobank Groningen – an autonomous member of the cooperative Rabobank group – over a period of four years. The emergence of a new routine of planning and control was traced, which evolved substantially over the period of study.

It was found that the cognitive representations of the routine studied, i.e. the way it was subjectively understood, provided a temporarily stable basis for the routine. Change arose from improvisations through its recurrent performances. It was also found that change could result from complex dynamics in the routine, as opposed to viewing them as static and stable entities that react to “external” stimuli.

The research findings contribute to an understanding of the reproduction of management accounting routines and the ways in which change can arise in these routines. It provides a means to study the micro‐processes of reproduction of routines, which play an important part in institutional theories of management accounting change.

This paper places management accounting routines and their processes of reproduction at the centre of the argument to provide an understanding of the role of routines in accounting change. Since the notion of management accounting routines has not been developed extensively, this understanding contributes to studies into the nature of routines and their role in management accounting change.

The purpose of this paper is to explore how digital content marketing (DCM) users can be engaged with business-to-business (B2B) brands and determine how such engagement leads to value-laden trusted brand relationships.

Through an online survey, data were collected from the email marketing list of a large B2B brand, and the hypothesised research model was analysed using covariance-based structural equation modelling.

This paper identifies a bundle of helpful brand actions – providing relevant topics and ideas; approaching content with a problem solving orientation; as well as investing in efforts to interpret, analyse and explain topics through DCM – to foster relationship value perceptions and brand trust. Critically however, cognitive-emotional brand engagement is shown to be a necessary requirement for converting these actions into relationship value perceptions.

This paper furthers the understanding of the dual role of helpful brand actions in functionally oriented DCM. Additionally, this paper offers evidence of the central role of cognitive-emotional brand engagement in influencing value-laden customer–brand relationships.

This paper introduces a bundle of helpful brand actions that forms the basis for the dual roles of a brand in enhancing customer value and in fostering brand engagement and building relationships. This approach helps practitioners to steer brand-related perceptions arising from DCM interactions towards building trusted brand relationships.

This paper contributes to the marketing literature by revealing a potential approach to DCM in managing customer relationships. Instead of focusing solely on the content benefit-usage link to support engagement, this paper reveals the potential of helpfulness as a brand-initiated DCM engagement trigger in engaging customers with the brand, vis-à-vis the content.

This study aims to explore the effect of competitive aggressiveness on firm performance and the moderating effect of firm 2019s ego-network structures in the international coopetition network.

From the perspective of strong cooperation of the global automobile industry in recent years, this study uses the global automobile firms in Factiva database as samples to test hypotheses using the least squares dummy variable (LSDV) model.

This study finds that there is different relationship between the number and variety of competitive actions and firm performance. In addition, ego-network structures have different coefficients for the number and variety of competitive actions.

The conclusions provide theoretical support and policy suggestions for firms to develop effective competitive strategies according to ego-network structures in the international coopetition network.

The article proposes three prerequisites to authentic leadership by school principals: self‐knowledge, a capacity for moral reasoning, and sensitivity to the orientations of others.

A conceptual framework, based on research on the valuation processes of school principals and their strategic responses to ethical dilemmas, is used as a practice grounded approach to describing authentic leadership and the acquisition of moral literacy by school leaders.

Four motivational bases for administrative decision making are described: self‐interest/personal preferences, rational consensus, rational consequences, and trans‐rational ethics/principles. The achievement of self‐knowledge, capacity and sensitivity to others can be best achieved in professional settings through strategies of personal reflective practice, and sustained dialogue on moral issues and the ethical dilemmas of educational practice.

Principals need the capacity to discriminate actual intentions, within themselves and among others. This is not moral relativism, nor is it value absolutism. It is critical thinking and moral literacy.

Several resources are provided as tools for principals and scholars to use in support of developing these capacities within themselves and amongst others.

Fishbein and Ajzen's 1975 Theory of Reasoned Action (TRA), updated by Ajzen and Fishbein in 1980, is advanced in this paper as an appropriate theory for measuring student's intentions to adopt deep or surface processing and to adopt specific learning strategies. TRA is a decision theory that explains motivation by emphasising the specific processes that individuals use to make choices. TRA captures an individual's motivation by using the concept of intention to perform a behaviour. A TRA model was constructed based on a four‐latent‐variable (deep, surface, strategic and intention) framework and empirically assessed for model data fit. The survey items showed loadings on the constructs of deep, surface and strategic processing under this framework, indicating strong construct validity for the three learning factors. The TRA model was found to strongly positively influence the adoption of the deep processing construct, and to strongly negatively influence the adoption of the surface processing construct. In addition, it was found to strongly positively influence the adoption of positive learning strategies and weakly discourage the use of negative learning strategies.

The paper's purposes are to establish organizational learning theory as evolving from the theoretical and empirical study of organizations and to build grounded theory explaining organizational learning in schools.

Implementation of instructional technology as a process of organizational learning was explored at an elementary school. Findings from qualitative data revealed determinants of organization learning discussed as grounded theory, building on the relationship between social psychology and structural systemic aspects of organizational theory.

Five elements influenced organizational learning: priority of the learning in the organization, consistency and breadth of information distribution, unpredictability or uncertainty, the ease of learning new routines (how to) and the difficulty of learning new conceptual frameworks (why).

Assessing the type of change (routine or conceptual) and the adequacy of information distribution can predict the ease of organizational change. Identifying existing beliefs or procedures that impede new learning can explain lack of progression, and prioritizing the learning through both words and action can facilitate the process.

The paper develops organizational learning theory in schools as contextual indicators and conditions with theoretical roots in the structural technical and social cognitive study of organizations.

Democratic leadership processes are desirable for schools not only because they reflect socially mandated ethical commitments to collective process. They can be professionally justified as a necessary approach to leading schools effectively in the increasingly culturally diverse communities and a world transformed by the effects of technology and the forces of globalization. Rational professional justifications for democratic leadership in schools include the nature of the school leadership role, the social contexts of the communities, as well as an ideological social mandate. A body of existing theory and research is used to illustrate that rational processes prevail as the primary influences on decision‐making by educational leaders. The appropriateness of rationalized democratic processes for schools is demonstrated by discussing the findings of recently completed research on school‐based interactions between school principals and parent advocates engaged in negotiating the educational needs of students with exceptionalities. Parent advocates were found to intentionally use democratic process to promote value confrontations and conflicts as a deliberate strategy aimed at transforming attitudes and practices in school administration specific to special education processes.

This paper aims to describe a new application of Zotero, a citation management system, for embedded librarianship and assessment. It explores student reception of this approach and maps Zotero’s capacities to represent citations to learning outcomes and information literacy frames that instruction librarians assess.

The librarian worked with a course using Zotero group libraries for collaborative work, used Zotero to communicate with students and assess their information literacy skills and surveyed the students to determine their perception of librarian participation via Zotero.

Using Zotero’s features made it possible to formatively and summatively assess student work quickly, and students were receptive to librarian participation via Zotero.

This suggests that librarians facing difficulty embedding in online courses or those seeking to assess student work may wish to explore Zotero as a sustainable solution to both challenges.

This paper posits a solution to common challenges for online embedded librarianship and suggests a new technique for assessing student information literacy in a context that supports information literacy.