The analysis also examined the enablers of the successful development/introduction of disruptive innovations, wherein internal and external factors were determined. Additionally, we presented obstacles and the approaches necessary to mitigate them. We can conclude from the findings that in the timeframe of 5-10 years, only the SME that uses/develops disruptive innovations will survive in the market. However, the companies do not always have a clear idea of the meaning of disruptive innovations. Therefore, it is important to set clear goals regarding the achievement of disruptive innovations in companies. It is also necessary to creatively apply presented instruments enabling improvement of organizational changes and apply some additional concepts, which we have suggested.The primary purpose of this study was to examine whether students' motivation-related perceptions of mathematics courses were related to their ratings of instruction while controlling for their academic major, type of math class, and expected grade in the class. We investigated these relationships at both the student- and class-level because little is known about whether students' motivation-related perceptions vary across mathematics courses and whether this variance is related to overall class ratings of instruction. The sample included 795 students nested within 43 different mathematics course sections. Students provided their course perceptions of autonomy, utility value, expectancies for success, situational interest, instructor caring, expected grade, and their overall perceptions of the course and instructor. Multilevel modeling techniques were used to investigate potential student- and class-level effects as well as compositional effects. Students' class perceptions varied significantly across mathematics courses. In addition, students' motivation-related course perceptions were positively related to their instructor and course ratings at both the student-level and class-level; however, the strength of these relationships sometimes varied across courses for some of the motivation-related perceptions. These results suggest that the motivational climate (i.e., the psychological environment) can affect students' instructor and course ratings. Moreover, these findings suggest that instructors have some control over their instructor and course ratings through the teaching strategies that they implement. For example, they may be able to increase their ratings by implementing teaching strategies that support students' autonomy, goals, success, interests, and relationships.The ability to play the piano with a variety of timbres requires a performer to have advanced pianistic skills. Selleckchem SRI-011381 Little is known about how these skills are acquired and developed in piano lessons and what the role is of elements such as concepts, technique, sonic outcomes, and bodily movements. To investigate the teaching and learning of piano timbre, the lessons of three pairs of university-level teachers and students (two teachers and three students) were observed, during which they behaved as usual in the first two lessons and were asked to use a dialogic teaching approach in the third lesson. Verbal communications of teachers and students about timbre were coded and analyzed, aiming to gain insight into the teaching/learning process of piano timbre and the roles of embodiment and teacher-student interaction in the context of higher music education. The results suggest that piano timbre is not learned through imitation or as "fixed" and objective knowledge, but as a co-constructed conception between the teachers and the students. The meaning of timbre goals in piano lessons is enacted through "in-the-moment" bodily experience and embodied through performance actions. This study contributes to the understanding of piano timbre as a multifaceted phenomenon and illustrates the teacher's role in developing the student's mind-body integration involved in tone production.Currently, the treatment of musicians is an interprofessional approach. Playing-related health complaints may impact the performance of a musician. In Germany, a medical consulting hour for musicians exists, but those for athletes in sports medicine are not so common. The diagnosing and treatment procedure within the physiotherapy consultation for musicians follows a specific concept-b and requires knowledge of instruments and musician-specific complaints. Based on the consulting hour in a clinic in Osnabrueck, 614 case reports were part of this sample, of which 558 data sets were complete. The focus of the analysis is the instrument and the primary complaint. Also, the type of therapy is characterized, and the amount is calculated. Primary complaints of musicians, in general, are found most frequently in the spine and upper extremity. Musician complaints are different between instruments. Instrumentalists have a significantly higher chance to suffer from a primary complaint in the area of the upper extremity. Furthermore, the groups without an instrument (e.g., singing or dancing) are developing complaints in the anatomical area which they primarily use. Therefore, these types of therapy were used physiotherapy, manual therapy, and osteopathy with an average of 5.9 treatment units. This study underpinned the importance of musician-specific physiotherapy as a profession to treat musicians. Also, an interdisciplinary approach is necessary to treat all aspects of complaints.In this work, we consider a recent proposal that claims that the preferred interpretation of sentences containing definite plural expressions, such as "The boys are building a snowman," is not determined by semantic composition but is pragmatically derived via an implicature. Plural expressions can express that each member of a group acts individually (distributive interpretation) or that the group acts together (collective interpretation). While adults prefer collective interpretations for sentences that are not explicitly marked for distributivity by the distributive marker each, children do not show this preference. One explanation is that the adult collective preference for definite plurals arises due to a conversational implicature. If implicature calculation requires memory resources, children may fail to calculate the implicature due to memory limitations. This study investigated whether loading Dutch-speaking adults' working memory, using a dual task, would elicit more child-like distributive interpretations, as would be predicted by the implicature account.