This research examines the relationship between the Internet Corporation of Assigned Names and Numbers (ICANN) and three groups of business stakeholders who participate in the multistakeholder model of Internet governance. The authors argue that ICANN's use of 'participatory evangelism' serves as a device for the production of hegemonic power within the Internet governance model. By performing textual linguistic analysis on archival transcripts of triannual meetings from 2012 until 2016, the study operationalises hegemony as a dependent variable by linking stakeholder participation to the Internet governance policy-making agenda. By first identifying a 'master variable' that characterises the most general understanding of the data, statistical methods were used to construct a model with hegemony as a response variable. Furthermore, Analysis of Variance and Panel Data models were applied to measure variation in tone across the three groups of business stakeholders to understand how hegemony is produced. Our findings show that by using language that expresses hesitation and uncertainty, but at the same time is resolute with less complex discourses, the business sector stakeholders contribute to the production of hegemony that would theoretically benefit ICANN. This research underscores the importance of language and discourse as a driver of power within the Internet Governance.
The semiotic and metacognitive dimensions of the Mathematics-Economics alliance are studied to understand the influence of the nature of Economic Education on the nature of Economic Knowledge. Along with the representational character of Mathematics in Economics, one of the features of this long-lasting relationship not explored enough so far, is that the way higher order thinking skills are applied in Mathematics for solving problems, could be used in Economics learning to develop the same sort of skills with direct reference to real-life situations. Being inherently relational, mathematical registers and knowledge structures enable the transferal of problem solving skilfulness from Mathematics to Economics through epistemologically-oriented classroom interaction. Semiotic conceptual thinking underpins this knowledge creation as a collective-meaning creation process. A model called the 'Learning Hexagram' emerges. Most human activities result in a final product: Voting for a political party, doing the garden, building a grassroots refinery, going into war, trading stocks, having a baby, managing public deficit, undergoing radiotherapy, etc. The fact is, resources are scarce and
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