scholarly journals Re-imagining the dialogic spaces of talanoa through Samoan onto-epistemology

2021 ◽  
Vol 26 ◽  
pp. 79-88
Author(s):  
Jacoba Matapo ◽  
Dion Enari
Keyword(s):  
Ways Of Knowing ◽  
Knowledge Generation ◽  
Research Practice ◽  
Process Ontology ◽  
Philosophical Position ◽  
Institutional Ethics ◽  
Research Protocols ◽  
Wide Range ◽  
Research Scholarship ◽  
Relational Space

This article proposes a Samoan indigenous philosophical position to reconceptualise the dialogic spaces of talanoa; particularly how talanoa is applied methodologically to research practice. Talanoa within New Zealand Pacific research scholarship is problematised, raising particular tensions of the universal and humanistic ideologies that are entrenched within institutional ethics and research protocols. The dialogic relational space which is embedded throughout talanoa methodology is called into question, evoking alternative ways of knowing and being within the talanoa research assemblage[1] (including the material-world). Samoan epistemology reveals that nature is constituted within personhood (Vaai & Nabobo-Baba, 2017) and that nature is co-agentic with human in an ecology of knowing. We call for a shift in thinking material-ethics that opens talanoa to a materialist process ontology, where knowledge generation emerges through human and non-human encounters.     [1] The concept of assemblage developed by Deleuze and Guattari (1987) refers to a process of temporary arrangements or constellations of objects, expressions, bodies, qualities and territories that create new ways of functioning. The assemblage is a multiplicity shaped by a wide range of flows and emerges from the arranging process of heterogenous elements (Livesey, 2010).

scholarly journals Chronic Kidney Disease Prediction using Machine Learning Models

2019 ◽  
Vol 9 (1) ◽  
pp. 6364-6367
Keyword(s):  
Machine Learning ◽  
Chronic Kidney Disease ◽  
Kidney Disease ◽  
Kidney Failure ◽  
Bone Diseases ◽  
Machine Learning Algorithms ◽  
Knowledge Generation ◽  
Good Prediction ◽  
Worst Case ◽  
Wide Range

The field of biosciences have advanced to a larger extent and have generated large amounts of information from Electronic Health Records. This have given rise to the acute need of knowledge generation from this enormous amount of data. Data mining methods and machine learning play a major role in this aspect of biosciences. Chronic Kidney Disease(CKD) is a condition in which the kidneys are damaged and cannot filter blood as they always do. A family history of kidney diseases or failure, high blood pressure, type 2 diabetes may lead to CKD. This is a lasting damage to the kidney and chances of getting worser by time is high. The very common complications that results due to a kidney failure are heart diseases, anemia, bone diseases, high potasium and calcium. The worst case situation leads to complete kidney failure and necessitates kidney transplant to live. An early detection of CKD can improve the quality of life to a greater extent. This calls for good prediction algorithm to predict CKD at an earlier stage . Literature shows a wide range of machine learning algorithms employed for the prediction of CKD. This paper uses data preprocessing,data transformation and various classifiers to predict CKD and also proposes best Prediction framework for CKD. The results of the framework show promising results of better prediction at an early stage of CKD

Queer Dance

2017 ◽  
Keyword(s):  
Social Change ◽  
Social Norms ◽  
Coming Out ◽  
Queer Studies ◽  
Ways Of Knowing ◽  
The Body ◽  
Live Performance ◽  
Institutional Practices ◽  
Making Meaning ◽  
Wide Range

Queer Dance argues that dance has a particular charge in the larger field of queer activism and study because it emphasizes and offers language for how public, physical action can be a force of social change. It considers how queer dance has political potential and how it could productively challenge more conservative dance forms, both in terms of making meaning and in terms of institutional practices. Queer Dance brings together artists and scholars in a multi-platformed project—book, website, and live performance series—to ask: “What does dancing queerly challenge us toward?” The artists and scholars whose writing appears in the book and whose performances and filmed interviews appear online, stage a wide range of genders and sexualities as a way to challenge and destabilize social norms. Queer dance is a coalitional project, a gathering that works across LGBTQ identities and in concert with feminist, anti-racist, and anti-colonial artmaking, activism, and scholarship. The book engages with dance-making, dance scholarship, queer studies, and a host of other fields, always asking how identities, communities, and artmaking and scholarly practices might consider what queer work the body does and can do. Might the slide of a hand across a hipbone be just as much an act of coming out as an announcement offered in words? How does queerness exist in the realm of affect and touch, and what then might be revealed about queerness through these pleasurable and complex bodily ways of knowing?

scholarly journals Measuring IRB Regulatory Compliance: Development, Testing, and Use of the National Cancer Institute StART Tool

2019 ◽  
Vol 14 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Lisa Rooney ◽  
Laura Covington ◽  
Andrea Dedier ◽  
Birdena Samuel
Keyword(s):  
National Cancer Institute ◽  
Regulatory Compliance ◽  
Institutional Review Boards ◽  
Federal Mandates ◽  
Subjective Uncertainty ◽  
Research Protocols ◽  
Institutional Review ◽  
Wide Range ◽  
Background Data ◽  
And Control

Institutional review boards (IRBs) have been criticized for overstepping their authority by requiring research protocols to meet requirements that go beyond regulatory approval criteria. The youngest National Cancer Institute (NCI) central IRB (CIRB), the Cancer Prevention and Control (CPC) CIRB, was studied with the NCI Stipulation Analysis Review Tool (StART), which categorized 1,049 stipulations in 51 determination letters covering 30 approved protocols. NCI StART reduced the potential for subjective uncertainty in assessing the wide range of content in the stipulations. The tool determined the board functioned in accordance with federal mandates, with 80% of rendered stipulations aligning with IRB approval criteria. A complementary article provides background data and findings from the first 3 years’ experience of the CPC CIRB.

In-between practice: working in the ‘thirdspace’ of sensory and multimodal methodology

2011 ◽  
Vol 11 (3) ◽  
pp. 277-292 ◽  
Author(s):  
Rachel Hurdley ◽  
Bella Dicks
Keyword(s):  
Knowledge Production ◽  
Social Research ◽  
Ways Of Knowing ◽  
Mixed Methods Study ◽  
Research Practice ◽  
Reading Practices ◽  
Research Projects ◽  
Social Worlds ◽  
Sensory Ethnography ◽  
New Space

This article discusses how emergent sensory and multimodal methodologies can work in interaction to produce innovative social enquiry. A juxtaposition of two research projects — an ethnography of corridors and a mixed methods study of multimodal authoring and ‘reading’ practices — opened up this encounter. Sensory ethnography within social research methods aims to create empathetic, experiential ways of knowing participants’ and researchers’ worlds. The linguistic field of multimodality offers a rather different framework for research attending to the visual, material and acoustic textures of participants’ interactions. While both these approaches address the multidimensional character of social worlds, the ‘sensory turn’ centres the sensuous, bodied person — participant, researcher and audience/reader — as the ‘place’ for intimate, affective forms of knowing. In contrast, multimodal knowledge production is premised on multiple analytic gaps — between modes and media, participants and materials, recording and representation. Eliciting the tensions between sensorial closeness and modal distances offers a new space for reflexive research practice and multiple ways of knowing social worlds.

scholarly journals Empirical studies on foreign language learning and teaching in China (2008–2011): A review of selected research

2013 ◽  
Vol 47 (1) ◽  
pp. 56-79 ◽  
Author(s):  
Xuesong (Andy) Gao ◽  
Yanyi Liao ◽  
Yuxia Li
Keyword(s):  
Language Learning ◽  
English Language ◽  
Empirical Studies ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Language Performance ◽  
Learning And Teaching ◽  
Wide Range ◽  
Research Scholarship ◽  
Teachers Professional Development

In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this review with recommendations to Chinese journals, to help them play an even more significant role in promoting high quality empirical research in the future.

scholarly journals Effective Indigenization of Curriculum in Canada and New Zealand: Towards Culturally Responsive Pedagogies

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Edward R. Howe ◽  
Shelly Johnson ◽  
Fiona Te Momo
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Curriculum Reform ◽  
Cultural Context ◽  
Culturally Responsive ◽  
Ways Of Knowing ◽  
Truth And Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Wide Range ◽  
United Nations Declaration

In this paper, we critically examine culturally responsive pedagogies in Canada and New Zealand. As each nation has a wide range of government policies and education systems, we focus our investigation on indigenization of teacher education programs at one institution within each cultural context. We are in search of best practices in terms of indigenizing the curriculum and effective ways to facilitate the gradual acculturation of novice teachers. Moreover, we seek to find out how these unique, exemplary programs are responding to calls to action (Truth and Reconciliation Commission in Canada and Ka Hikitia in New Zealand) in light of the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. The New Zealand Maori cultural context provides a mirror for us to reflect on Canada’s curriculum reform efforts to embed Indigenous ways of knowing into teacher education. For, it is teachers who ultimately can lead the way to advancing Indigenous perspectives, reversing decades of assimilation policies, evoking social change, and providing the bridge between government rhetoric and meaningful student learning.

Is Reflexivity Enough? Addressing Reflexive Embodiment, Power, and Whiteness in Sport Management Research

2021 ◽  
Vol 35 (1) ◽  
pp. 30-43
Author(s):  
Joshua D. Vadeboncoeur ◽  
Trevor Bopp ◽  
John N. Singer
Keyword(s):  
Counseling Psychology ◽  
Sport Management ◽  
Ways Of Knowing ◽  
Research Practice ◽  
Management Research ◽  
Psychology Education ◽  
Explicit Consideration ◽  
Good Research Practice ◽  
Methodological Considerations ◽  
Good Research

In this article, the authors drew from the epistemological and methodological considerations of neighboring social science fields (i.e., counseling psychology, education, sociology, and women’s studies), which suggest a reevaluation of reflexive research practice(s). In discussing the implications this reevaluation may have for future sport management research, the authors contend that such dialogue may encourage scholars to understand that, while adopting a reflexive approach is good research practice, it may also mean taking a closer look at how our biases, epistemologies, identities, and values are shaped by whiteness and dominant ways of knowing and, in turn, serve to affect our research practice. Thus, this may allow all researchers, with explicit consideration for those in positions of conceptual, empirical, and methodological, as well as cultural and racial, power, to acknowledge and work toward a more meaningful point of consciousness in conducting sport management research.

Book Review: Sharafadina, K.I. (2018) Selam, otkroysya! Floropoetika v Obraznom Yazyke Russkoy i Zarubezhnoy Literatury [Selam, Open Up! Floropoetics in the Figurative Language of Russian and Foreign Literature]. St. Petersburg: NestorIstoriya

2021 ◽  
pp. 190-194
Author(s):  
Natalia S. Tsvetova ◽  
Keyword(s):  
Figurative Language ◽  
Research Practice ◽  
Literary Critic ◽  
Research Experience ◽  
Main Achievement ◽  
Innovative Research ◽  
Wide Range ◽  
Significant Research ◽  
French And English

The reviewer draws attention to the author’s integrative interdisciplinary methodology. First of all, it is the interdisciplinarity of the research algorithm, which allowed the well-known scholar to conceptualize and present the textual embodiment of the correlation of the “text of life” by the “text of culture” in a new way. This approach allows the author to comprehend the “polygenism” of floristic components of a literary plot. The reviewer considers the creation of the concept of an original and, in many respects, innovative research practice – floropoetology – to be the main achievement of the author, a literary critic with significant research experience. The author proposes refined translations and subscripts of French and English texts, archival materials, which adds to the value of the work. The book is intended for a wide range of readers.

An Invitation to Unknowing

2011 ◽  
Vol 113 (6) ◽  
pp. 1154-1174
Author(s):  
Lalitha Vasudevan
Keyword(s):  
Personal Growth ◽  
Comparative Education ◽  
Research Question ◽  
Personal Narratives ◽  
Educational Practice ◽  
Ways Of Knowing ◽  
Columbia University ◽  
Language And Literacy ◽  
Social Sciences And Humanities ◽  
Wide Range

Background/Context This essay is part of a special issue that emerged from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose was to examine in fresh terms the nexus of globalization, education, and citizenship. Participants came from diverse fields of research and practice, among them art education, comparative education, curriculum and teaching, language studies, philosophy of education, social studies, and technology. They brought to the table different scholarly frameworks drawn from the social sciences and humanities. They accepted invitations to participate because of their respective research interests, all of which touch on education in a globalized world. They were also intrigued by an all-too-rare opportunity to study in seminar conditions with colleagues from different fields, those with whom they might otherwise never interact given the harried conditions of university life today. Participants found the seminar generative in terms of ideas about globalization, education, and citizenship. They also appreciated what, for them, became a novel and rich occasion for professional and personal growth. Purpose/Objective/Research Question/Focus of Study At a time when there is increased hybridity in local and global citizenship, language and literacy practices, and performances of cultural identity and affiliation, narrowing of our ways of knowing can detrimentally impact how educators and scholars engage in intellectual inquiry and educational practice. This essay uses the mode of questioning to create a dialogue about the discursive, rhetorical, and even physical postures that educators and scholars might embrace when re-imagining everyday practices of teaching, learning, and research to be open to unexpected trajectories. Questions are woven together with descriptive vignettes of films, excerpts from research studies, personal narratives, and reflective analyses that invoke texts from a wide range of scholarly traditions in order to propose unknowing as a stance through which to engage more fully with and be responsive to a changing world. Conclusions/Recommendations Unknowing is proffered as a stance and a lens through which to re-imagine practices associated with educational practice and research to be more open to new ways of knowing. Rather than offering definitive recommendations, this essay concludes with an invitation for the broader educational community, and especially institutions of education, to reclaim an ethos of inquiry and possibility in the daily acts of seeing, being, becoming, belonging, and storying through which knowing and knowledge are enacted.

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