Relevant bibliographies by topics / Other ways of knowing

Academic literature on the topic 'Other ways of knowing'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Other ways of knowing"

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Hajizadeh, Negin, Melissa J. Basile, Andrzej Kozikowski, Meredith Akerman, Tara Liberman, Thomas McGinn, and Michael A. Diefenbach. "Other Ways of Knowing." Medical Decision Making 37, no. 3 (January 6, 2017): 216–29. http://dx.doi.org/10.1177/0272989x16683938.

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Background. Patients with advanced-stage chronic obstructive pulmonary disease (COPD) may suffer severe respiratory exacerbations and need to decide between accepting life-sustaining treatments versus foregoing these treatments (choosing comfort care only). We designed the InformedTogether decision aid to inform this decision and describe results of a pilot study to assess usability focusing on participants’ trust in the content of the decision aid, acceptability, recommendations for improvement, and emotional reactions to this emotionally laden decision. Methods. Study participants ( N = 26) comprising clinicians, patients, and surrogates viewed the decision aid, completed usability tasks, and participated in interviews and focus groups assessing comprehension, trust, perception of bias, and perceived acceptability of InformedTogether. Mixed methods were used to analyze results. Results. Almost all participants understood the gist (general meaning) of InformedTogether. However, many lower literacy participants had difficulty answering the more detailed questions related to comprehension, especially when interpreting icon arrays, and many were not aware that they had misunderstood the information. Qualitative analysis showed a range of emotional reactions to the information. Participants with low verbatim comprehension frequently referenced lived experiences when answering knowledge questions, which we termed “alternative knowledge.” Conclusions. We found a range of emotional reactions to the information and frequent use of alternative knowledge frameworks for deriving meaning from the data. These observations led to insights into the impact of lived experiences on the uptake of biomedical information presented in decision aids. Communicating prognostic information could potentially be improved by eliciting alternative knowledge as a starting point to build communication, in particular for low literacy patients. Decision aids designed to facilitate shared decision making should elicit this knowledge and help clinicians tailor information accordingly.
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Mudry, Jessica, Jessica Hayes-Conroy, Nancy Chen, and Aya H. Kimura. "Other Ways of Knowing Food." Gastronomica 14, no. 3 (2014): 27–33. http://dx.doi.org/10.1525/gfc.2014.14.3.27.

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This conversation is part of a special issue on “Critical Nutrition” in which multiple authors weigh in on various themes related to the origins, character, and consequences of contemporary American nutrition discourses and practices, as well as how nutrition might be known and done differently. In this section authors discuss the impoverishment of nutritionism as a way of knowing and engaging with food, highlighting how nourishment is not amenable to either simplification or standardization. Some call for alternate ways of knowing food, through revitalizing tradition and culture, for example, and some emphasize engaging food through the senses. One author is skeptical that these other ways of knowing food can address real nutritional deficiencies.
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Barth, Fredrik. "Other Knowledge and Other Ways of Knowing." Journal of Anthropological Research 51, no. 1 (April 1995): 65–68. http://dx.doi.org/10.1086/jar.51.1.3630372.

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Cameron, Cathrine M. "Other Ways of Knowing the Past." Anthropology News 35, no. 2 (February 1994): 1–6. http://dx.doi.org/10.1111/an.1994.35.2.1.4.

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Dulfano, Isabel. "Knowing the other/other ways of knowing: Indigenous feminism, testimonial, and anti-globalization street discourse." Arts and Humanities in Higher Education 16, no. 1 (July 24, 2016): 82–96. http://dx.doi.org/10.1177/1474022216633883.

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In this article, I explore the relationship between anti-globalization counter hegemonic discourse and Indigenous feminist alternative knowledge production. Although seemingly unrelated, the autoethnographic writing of some Indigenous feminists from Latin America questions the assumptions and presuppositions of Western development models and globalization, while asserting an identity as contemporary Indigenous activist women. Drawing on the central ideas developed in the book Indigenous Feminist Narratives: I/We: Wo(men) of An(Other) Way, I reflect on parallels and counterpoints between the voices from the global street movement, “other” epistemologies (identified hereafter), postcolonial theory, and contemporary Indigenous feminist theorization.
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Putnam, Constance E. "Dying, death, and bereavement: Theoretical perspectives and other ways of knowing." Social Science & Medicine 43, no. 1 (July 1996): 131–32. http://dx.doi.org/10.1016/s0277-9536(99)80004-5.

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Bertman, Sandra. "Hannelore Wass: Insights Into Creative Teaching and Other Ways of Knowing When Facing Aging and Mortality." Death Studies 39, no. 9 (October 21, 2015): 537–44. http://dx.doi.org/10.1080/07481187.2015.1079451.

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Oswald, Emily. "Getting to Know Other Ways of Knowing: Boundary Experiences in Citizen Science." Citizen Science: Theory and Practice 5, no. 1 (December 31, 2020): 25. http://dx.doi.org/10.5334/cstp.310.

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Hart, Diana. "Other Ways of Knowing: The Intersection of Education when Researching Family Roots." Genealogy 2, no. 2 (May 7, 2018): 18. http://dx.doi.org/10.3390/genealogy2020018.

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Yuill, Nicola, Sarah Parsons, Judith Good, and Mark Brosnan. "Knowing me, knowing you: perspectives on awareness in autism." Journal of Assistive Technologies 9, no. 4 (December 21, 2015): 233–38. http://dx.doi.org/10.1108/jat-09-2015-0025.

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Purpose – The purpose of this paper is to raise important questions from the different perspectives on autism research that arose from a seminar on autism and technology, held as part of an ESRC-funded series on innovative technologies for autism. Design/methodology/approach – The paper focuses on the roles of technology in understanding questions about different perspectives on autism: how do people on the spectrum see neurotypicals (people without autism) and vice versa?; how do the authors use eye gaze differently from each other?; how might technology influence what is looked at and how the authors measure this?; what differences might there be in how people use imitation of others?; and finally, how should the authors study and treat any differences? Findings – The authors synthesise common themes from invited talks and responses. The audience discussions highlighted the ways in which the authors take account of human variation, how the authors can understand the perspective of another, particularly across third-person and second-person approaches in research, and how researchers and stakeholders engage with each other. Originality/value – The authors argue that the question of perspectives is important for considering how people with autism and neurotypical people interact in everyday contexts, and how researchers frame their research questions and methods. The authors propose that stakeholders and researchers can fruitfully engage directly in discussions of research, in ways that benefit both research and practice.
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Dissertations / Theses on the topic "Other ways of knowing"

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Bustamante, Vásquez Stephanie E. "Ways of knowing and cultural awareness." Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/6129.

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Mumford, Steven W. "Ways of Knowing in Participatory Program Evaluation." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10682557.

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The study investigated the potential role of individual “ways of knowing” in participatory program evaluation. Ways of knowing refer to individual styles and preferences for creating and testing knowledge in a group setting. These implicit preferences were hypothesized to influence perceptions of credible research methods, appropriate meeting discourse approaches, and prioritized learning outcomes of evaluation. Researchers have identified three ways of knowing most directly relevant to the study: “separate knowing,” or playing “devil’s advocate”; connected knowing, or playing the “believing game”; and “constructed knowing,” or combining both approaches according to context. To identify participants’ preferred “ways of knowing,” the study applied Q methodology, guiding participants to rank a series statements according to which are most descriptive of them. These rankings were analyzed through by-person factor analysis to group participant preferences. The application of Q methodology took place early on within a broader action research case study, in which the researcher facilitated a participatory program evaluation with a team of five stakeholders from a non-profit organization. Results of the case study were compared with Q findings to explore the Q tool’s usefulness for understanding participants' actual behaviors and perceptions of the evaluation process.

The Q tool developed and refined for use in the study served to differentiate the three theoretical ways of knowing among participants, in a more nuanced fashion than extant Likert-scale surveys. The results of the tool were useful for understanding case study participants’ discursive preferences, particularly between argumentative and narrative styles. Hypothesized relationships between ways of knowing and evaluation design and learning outcomes were not supported in this study; rather, the evaluation context was paramount in shaping these decisions. The Q tool represents the primary practical contribution of the study, and it may be adapted and applied to future studies, and to the practice of participatory evaluation. The study also revealed potential relationships between ways of knowing and other phenomena of interest that might be investigated further. The conceptual distinction among the three ways of knowing can inform our understanding of group dialogue, and how best to promote it among diverse participants.

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Kelly, Vicki. "Aesthetic ways of knowing, a personal narrative." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62986.pdf.

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Phillips, Margaret K. "Adapting ways of knowing dependent on context." Thesis, Wichita State University, 2010. http://hdl.handle.net/10057/3739.

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This study is a further investigation of epistemological beliefs, specifically ways of knowing, and whether people will adapt these beliefs dependent upon social context (i.e. in-group or out-group). In addition, this research examined the role of gender and one’s use of connected knowing (CK) or separate knowing (SK). One hundred twenty-three college students were surveyed to determine if use of CK or SK shifted when thinking of in-group or out-group associations. Results did not confirm a shift in the use of CK or SK dependent upon social context. The results confirmed that men had higher SK scores than women; however, no gender differences were confirmed in CK scores.
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Educational and School Psychology.
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Nyberg, Gunn. "Ways of knowing in ways of moving : A study of the meaning of capability to move." Doctoral thesis, Stockholms universitet, Institutionen för etnologi, religionshistoria och genusstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-102527.

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The overall aim of this thesis has been to investigate the meaning of the capability to move in order to identify and describe this capability from the perspective of the one who moves in relation to specific movements. It has been my ambition to develop ways to explicate, and thereby open up for discussion, what might form an educational goal in the context of movements and movement activities in the school subject of physical education and health (PEH). In this study I have used a practical epistemological perspective on capability to move, a perspective that challenges the traditional distinction between mental and physical skills as well as between theoretical and practical knowledge. Movement actions, or ways of moving, are seen as expressions of knowing. In order to explore an understanding of the knowing involved in specific ways of moving, observations of  actors’ ways of moving and their own experiences of moving were brought together. Informants from three different arenas took part: from PEH in upper secondary school, from athletics and from free-skiing. The results of the analyses suggest it is possible to describe practitioners’ developed knowing as a number of specific ways of knowing that are in turn related to specific ways of moving. Examples of such specific ways of moving may be discerning and modifying one’s own rotational velocity and navigating one’s (bodily) awareness. Additionally, exploring learners’ pre-knowing of a movement ‘as something’ may be fruitful when planning the teaching and learning of capability to move. I have suggested that these specific ways of knowing might be regarded as educational goals in PEH. In conducting this study, I have also had the ambition to contribute to the ongoing discussion of what ‘ability’ in the PEH context might mean. In considering specific ways of knowing in moving, the implicit and taken-for-granted meaning of ‘standards of excellence’ and ‘sports ability’can be discussed, and challenged.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 4: Epub ahead of print. 

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Kethro, Philippa. "Pedagogical ways-of-knowing in the design studio." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004338.

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This research addresses the effect of pedagogical ways-of-knowing in higher education design programmes such as Graphic Design, Interior Design, Fashion, and Industrial Design. One problematic aspect of design studio pedagogy is communication between teachers and students about the aesthetic visual meaning of the students’ designed objects. This problematic issue involves ambiguous and divergent ways-of-knowing the design meaning of these objects. The research focus is on the design teacher role in design studio interactions, and regards pedagogical ways-of-knowing as the ways in which teachers expect students to know visual design meaning. This pedagogical issue is complicated by the fact that there is no agreed-upon corpus of domain knowledge in design, so visual meaning depends greatly on the social knowledge retained by students and teachers. The thesis pursues an explanation of pedagogical ways-of-knowing that is approached through the philosophy of critical realism. How it is that particular events and experiences come to occur in a particular way is the general focus of critical realist philosophy. A critical realist approach to explanation is the use of abductive inference, or inference as to how it is that puzzling empirical circumstances emerge. An abductive strategy aims to explain how such circumstances emerge by considering them in a new light. This is done in this study by applying Luhmann’s theory of the emergence of cognition in communication to teacher ways-of-knowing in the design studio. Through the substantive use of Luhmann’s theory, an abductive conjecture of pedagogical ways-of-knowing is mounted. This conjecture is brought to bear on an examination of research data, in order to explain how pedagogical ways of-knowing constrain or enable the emergence of shared visual design meaning in the design studio. The abductive analysis explains three design pedagogical ways-of-knowing: design inquiry, design representation and design intent. These operate as macro relational mechanisms that either enable or constrain the emergence of shared visual design meaning in the design studio. The mechanism of relation is between design inquiry, design representation and design intent as historical knowing structures, and ways-of-knowing in respect of each of these knowing structures. For example, design inquiry as an historical knowing structure has over time moved from ways-of-knowing such as rationalistic problem solving to direct social observation and later to interpretive cultural analysis. The antecedence of these ways-of-knowing is important because communication about visual meaning depends upon prior knowledge, and teachers may then reproduce past ways-of-knowing. The many ways-of-knowing that respectively relate to design inquiry, design representation and design intent are shown to be communicatively formed and recursive over time. From a Luhmannian perspective, these ways-of-knowing operate as variational distinctions that indicate or relate to the knowing structures of design inquiry, design representation and design intent. This is the micro-level operation of pedagogical ways-of-knowing as relational mechanisms in design studio communication. Design teachers’ own ways-of-knowing may then embrace implicit way-of-knowing distinctions that indicate the knowledge structures of design inquiry, design representation and design intent. This implicit indication by distinction is the relational mechanism that may bring design teachers’ expectation that this and not that visual design meaning should apply in communication about any student’s designed object. Such an expectation influences communication between teachers and students about the potential future meaning of students’ designs. Consequently, shared visual design meaning may or may not emerge. The research explanation brings the opportunity for design teachers to make explicit the often implicit way-of-knowing distinctions they use, and to relate these distinctions to the knowing structures thus indicated. The study then offers a new perspective on the old design pedagogical problem of design studio conflict over the meaning of students’ designs. Options for applying this research explanation in design studio interactions between students and teachers are therefore suggested.
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Kim, Sue In. "Naming Movement: Nomenclature and Ways of Knowing Dance." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/110764.

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Dance
Ph.D.
This study examines dance terminologies and documentation of Korean and French court dances, Jeongjae and Belle Dance, respectively. For Belle Dance, Raoul Feuillet's Chorégraphie (1700) and Pierre Rameau's Maître à Danser (1725) provide lists of movement terms, definitions of them, and instructions for how to enact them. For Jeongjae, Jeongjae mudo holgi, written in the nineteenth century, comprises diagrams and descriptions of dance movements. These sources have their own ways of converting dance movement into language, revealing the divergent perspectives toward body movement in each culture. Their divergent modes of documenting dance demonstrate the characteristic ways of expressing and constructing knowledge of body movement of their historical and cultural contexts. By comparing the terminologies and documentation that carry historically and culturally specific concepts, I explore underlying assumptions about what kinds of information are considered knowledge and preserved through articulation in words and graphic symbols. This study addresses the research question, what do dance terminologies and processes of documentation suggest about perspectives on dance movement in two distinct dance cultures. To articulate the differences, this study examines selected documents as a whole and dance terms in specific. The significance of characteristic features found in the textual analysis will be illuminated through an exploration of intertextual relationships between the dance texts and important sources of the period that focus on the body and how it is conceived in relation to the human being. This study suggests that, dance documents, which translate selected aspects of dance movement into words and graphic symbols, encapsulate historically and culturally specific ways of knowing dance movement. Intending to capture movement analytically and visually, Belle Dance treatises attempt to establish objective knowledge of dance. This mode of knowing corresponds to philosophical and practical milieus that constructed the theory of mind-body dualism, mathematical foundations of modern science, and reliance on sense perceptions. In contrast, Jeongjae documents take the performer's experience as the standard point of view, considering his or her inner experience as well as observable results of movement. Correspondingly, Korean traditional culture adhered to a holistic view of the body and promoted implicit expressions to describe body movements.
Temple University--Theses
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Sybert, Darlene. "Two ways of knowing and the romantic poets /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052219.

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McVeigh, Alana Carol. "The Haptic Dimension of Ceramic Practice: Ways of Knowing." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/81389.

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This research examines how streams of tacit knowledge and sensory awareness have impacted Australia’s approach to ceramic making. Through a combination of creative practice and exegesis, the investigation considers how experiential knowledge amassed over time builds a visual, cognitive and sensual vocabulary that becomes embodied as a visceral form of making. A form of making and awareness that entered Australian ceramic studio practice from China, Japan, Korea and Britain primarily during the 1940s–1960s.
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Walton, Joan. "Ways of knowing : can I find a way of knowing that satisfies my search for meaning?" Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512282.

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My enquiry starts when I experience the suffering of young people in care, and realise I do not have the knowledge to help them. I find that traditional ways of knowing in western culture – Christian theistic religion and classical Newtonian science – do not provide me with the knowledge required to resolve this ignorance. Intuitively, I feel there must be more effective ways of knowing. This thesis records my search for a way of knowing that enables me to find meaning in a world where such suffering is possible. This search has taken me to many places. Intellectually, my sources of theory and information include the social sciences, philosophy, depth and transpersonal psychology, eastern and western religions, quantum physics, and a science of consciousness. Professionally, I have moved from social work, to education, and then to the development of my own business. In engaging with an ‘experiment in depth’, I develop a meditative and journaling practice which connects me to a sense of a loving dynamic energy with limitless creative potential. I realise that over time, through being ‘true to myself’, my connection with this source provides me with a spiritual resilience which enables me to retain equanimity within life’s challenges. The hypothesis that feels meaningful and makes most sense of my experience is that I am involved in an evolution of consciousness, where the story of humanity is the story of ‘self-disclosure of spirit’ (Ferrer 2002). My experience of synchronicity provides evidence of a principle of interconnection and integration between psyche and matter, inner and outer, theory and action, science and spirituality. Through telling my personal story, I offer an emergent methodology that includes both narrative inquiry and action research. I generate a living theory which offers ‘spiritual resilience gained through connection with a loving dynamic energy’ as an original standard of judgment.
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Books on the topic "Other ways of knowing"

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J, Nice Karl, ed. Science and other ways of knowing. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1988.

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Hadewijch and her sisters: Other ways of loving and knowing. Albany: State University of New York Press, 1993.

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Other ways of knowing: Recharting our future with ageless wisdom. Rochester, Vt: Inner Traditions, 1997.

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Nancy, Ware, ed. Ways of knowing. Dubuque, Iowa: Kendall/Hunt Pub., 1996.

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Moses, Jonathon W., and Torbjørn L. Knutsen. Ways of Knowing. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00841-1.

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Moses, Jonathon W., and Torbjørn L. Knutsen. Ways of Knowing. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-15997-7.

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Seven ways of knowing. Lanham: Hamilton Books, 2010.

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Frank, Rennie, and Mason Robin, eds. Bhutan: Ways of knowing. Charlotte, NC: IAP, 2008.

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Kok, John H. Ways of knowing in concert. Sioux Center, Iowa: Dordt College Press, 2005.

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Olson, Judith S., and Wendy A. Kellogg, eds. Ways of Knowing in HCI. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0378-8.

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Book chapters on the topic "Other ways of knowing"

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Peters, Michael A. "Anxieties of Knowing." In Of Other Thoughts: Non-Traditional Ways to the Doctorate, 147–62. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-317-1_16.

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Giddens, Thomas. "On comics and other ways of knowing." In On Comics and Legal Aesthetics, 1–27. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Discourses of law | “a Glasshouse book”: Routledge, 2018. http://dx.doi.org/10.4324/9781315310138-1.

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Harrison, Renee K. "Content That Opens Us to Other Ways of Knowing." In Engaged Teaching in Theology and Religion, 109–19. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137445650_9.

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Harrington, Anne. "Other “Ways of Knowing”: The Politics of Knowledge in Interwar German Brain Science." In So Human a Brain, 229–44. Boston, MA: Birkhäuser Boston, 1992. http://dx.doi.org/10.1007/978-1-4612-0391-9_15.

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Berglund, Eeva. "Science, Art and Other Ways of Knowing: A Proposal from a Struggle Over a Helsinki Green Space." In Whose Green City?, 145–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04636-0_8.

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Kaufman, Nicole, and Megan Welsh. "Contested Forms of Knowledge in the Criminal-Legal System: Evidence-Based Practice and Other Ways of Knowing Among Frontline Workers." In The Palgrave Handbook of Institutional Ethnography, 397–421. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54222-1_21.

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Calder, Nigel. "Ways of Knowing." In Processing Mathematics Through Digital Technologies, 17–30. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-627-4_2.

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Spiro, Jane. "Ways of knowing." In Crossing Borders in University Learning and Teaching, 81–102. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429426261-5.

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Zbikowski, Lawrence M. "Ways of knowing." In Music-Dance, 57–75. Abingdon, Oxon; New York, NY: Routledge, 2018. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315271996-4.

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Moncayo, Raul. "The Other Psychoanalysis and the Other in Psychoanalysis." In Knowing, Not-Knowing, and Jouissance, 187–97. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94003-8_9.

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Conference papers on the topic "Other ways of knowing"

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Overton, Michael Duncan. "Conceptualizing a Theoretical Framework: Embodied Narrative Knowing." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5557.

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The dominant Western epistemological and ontological perspective marginalizes “other ways of knowing” (Taylor, 1997) that adult learners use to make meaning of their experiences (Crossley, 2007; and Michelson, 1998). Other ways of knowing have also been called non-Western perspectives and are defined as having their “roots in cultures and...traditions that pre-date Western colonization, modernization, and Western-driven globalization (Merriam, 2007, p. 173). The aim of this work is to explore a theoretical framework, informed by three established paradigms, to conceptualize non-Western and other ways of knowing. This work outlines the three paradigms that are utilized: Social Constructivism, Embodied Knowing, and Narrative Knowing, to provide the values and guiding principles that this framework is based on. This work proposes the exploration of the experiences of adult learners who practice the martial arts (a traditionally non-Western practice) in order to offer preliminary validation of embodied narrative knowing as a theoretical framework for understanding non-Western ways of knowing.
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Cooper-Novack, Gemma. "Creative Writing as a Way of Knowing Each Other in Digital Spaces." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891955.

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Hmelo-Silver, Cindy E. "Collaborative ways of knowing." In the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658645.

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Martins, Rosa, Francisco Almeida, Susana Batista, and Nélia Carvalho. "KNOWING TO EMPOWER: STUDY OF THE DIFFICULTIES OF THE INFORMAL CAREGIVER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end123.

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The Informal Caregiver (IC) faces multiple difficulties in caring for the dependent person. Thus, the purpose of this study is to identify the levels and dimensions of the difficulties experienced by ICs in caring for the dependent person. Methods: Observational, cross-sectional, and descriptive quantitative study, using a non-probability convenience sample composed of 119 ICs from the Central region Portugal. The measuring instrument used included a sociodemographic data form and an Informal Caregiver Difficulties Assessment Scale (EADCI). Results: Moderate difficulties were mostly observed, which were higher in the dimensions caring for myself and activities of daily living. On the other hand, health status/ risk prevention and community and social resources, were assessed in a more positive way. Conclusion: These results indicate that ICs have difficulties at various levels of caring for the dependent person, strengthening the need to implement new strategies capable of responding to these challenges.
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Lupetti, Maria Luce, Cristina Zaga, and Nazli Cila. "Designerly Ways of Knowing in HRI." In HRI '21: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3434073.3444668.

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Howard, Dorothy, and Lilly Irani. "Ways of Knowing When Research Subjects Care." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300327.

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Brown, Barry. "Session details: alt.chi: ways of knowing in HCI." In CHI '14: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/3250878.

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LIMA, Ana Gabriela Godinho, and Alessandra Márcia de Freitas STEFANI. "Past, present and future of designerly ways of knowing." In Design frontiers: territories, concepts, technologies [=ICDHS 2012 - 8th Conference of the International Committee for Design History & Design Studies]. Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/design-icdhs-016.

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Rivas Sanz, Juan Luis de las, Miguel Fernández-Maroto, Enrique Rodrigo González, and Victor Pérez-Eguíluz. "Detecting opportunities: neighbourhood data dynamics for urban regeneration in Valladolid (Spain)." In Virtual City and Territory. Barcelona: Centre de Política de Sòl i Valoracions, 2016. http://dx.doi.org/10.5821/ctv.8126.

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Urban regeneration has become a priority for urban planning in Spain, because it is one of the best ways to foster a more sustainable, compact and mixed-use urban model, founded in the improvement of existing city. The Master Plan of Valladolid (Spain) has been an opportunity to tackle this objective by a thorough study of existing urban fabrics, in order to program future actions and projects. The built city was divided into units, and each of them was carefully analysed in order to identify opportunities for improvement, such as vacant spaces or deprived areas. Every regeneration action was then designed to also generate a positive impact on its surroundings, which requires knowing the needs and structural deficits of each neighbourhood. That’s why a homogeneous “neighbourhood data system” was created, in order to propose the most appropriate action for each case. However, "measuring" the city is a difficult task. There are different official sources of urban data, but they are not oriented to this kind of evaluation. For instance, census data have lost accuracy due to its new methodology (2011), and their level of disaggregation is often inadequate. Other sources such as Cadastre are aimed at tax purposes and they must therefore be reinterpreted.
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Bilgin, Recep, and Yunus Yildiz. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.12.

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The categories introduced to the world of science by Aristotle basically express the different situations necessary for the definition of a noun. According to Aristotle, who put forward 9 different categories related to the noun, the features that will distinguish an object from others are determined by these categories. In its definition, the noun is expressed as substance, while the other categories are determined as accidents. In addition, he mentioned 4 different causes of the existence of an object. All these are effectively used for word definitions, especially in dictionaries. The concepts of universal, which are related to the word, and differentia, which distinguish the word from others in its own kind, are the concepts that dictionaries especially focus on. Knowing and using these concepts correctly by teachers will help students understand better. This study was conducted to confirm this aim. In this study, 15 teachers were asked to define the given words and then the problematic situations in the definitions were mentioned to the teachers. Afterwards, the issue of categories and what universal and differentia are, were explained to the teachers and asked to redefine the words. In this case, it has been observed that teachers were more successful. In addition, the word definitions were given to the students, and they were asked what the word was. The rate of students knowing the words correctly was found to be sixty-two percent.
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Reports on the topic "Other ways of knowing"

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Allison-Cassin, Stacy, Sean Hillier, Alan Odjig Corbiere, Deborah McGregor, and Joy Kirchner. Perspectives on Openness: Honouring Indigenous Ways of Knowing. Chair Rosa Orlandini. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38038.

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York University Libraries Open Access Week 2020 panel discussion entitled, "Perspectives on Openness: Honouring Indigenous Ways of Knowing", moderated by Stacy Allison-Cassin, in conversation with Alan Ojiig Corbiere, Deborah McGregor, and Sean Hillier, that took place online on October 20, 2020. The theme for Open Access Week 2020 is Open With Purpose: Taking Action to Build Structural Equity and Inclusion. The basis of the discussion for the panel is the question, "In an era of open scholarship and research, how do we as a research community navigate and balance openness while respecting Indigenous knowledge and cultural expression?". This panel discussion offers the opportunity to encourage broader participation in conversations and actions around emerging scholarly communication issues, by centering on Indigenous approaches to open scholarship and research.
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Dickson, Chelsee, and Christina Holm. Open Access Publishing Biases OER. Digital Commons@Kennesaw State University, August 2022. http://dx.doi.org/10.32727/27.2022.2.

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Academic publishing processes are shaped by the ways in which scholars within the field review and evaluate the work of their peers. In an ideal world, these methods would simply promote the publication of the best forms of research without prejudice or subjectivity. In reality, issues such as Knobloch-Westerwick, Glynn, and Huge’s Matilda effect, Merton’s Matthew effect, Blank’s institution bias, and Robert’s and Verhoef’s gender bias shape the ways that scholarly inquiry are evaluated. Knowing that the peer review process can introduce issues of bias, what then of other aspects of the publishing cycle? For example, what of the subvention funding provided by some institutions to support their faculty in pursuing dissemination of research in Open Access (OA) journals? This Open Educational Resource (OER) will present an overview of the OA landscape and provide learners with tools to develop their own inquiries into the inequities present within the OA publishing industry. All assignments include suggested grading rubrics and build upon one another in a cumulative manner.
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Schat, Karel Antoni, Irit Davidson, and Dan Heller. Chicken infectious anemia virus: immunosuppression, transmission and impact on other diseases. United States Department of Agriculture, 2008. http://dx.doi.org/10.32747/2008.7695591.bard.

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1. Original Objectives. The original broad objectives of the grant were to determine A) the impact of CAV on the generation of cytotoxic T lymphocytes (CTL) to reticuloendotheliosis virus (REV) (CU), B). the interactions between chicken anemia virus (CAV) and Marek’s disease virus (MDV) with an emphasis on horizontal spread of CAV through feathers (KVI), and C) the impact of CAV infection on Salmonella typhimurium (STM) (HUJI). During the third year and the one year no cost extension the CU group included some work on the development of an antigen-antibody complex vaccine for CAV, which was partially funded by the US Poultry and Egg Association. 2. Background to the topic. CAV is a major pathogen causing clinical disease if maternal antibody-free chickens are infected vertically or horizontally between 1 and 14 days of age. Infection after 3 weeks of age when maternal antibodies are not longer present can cause severe subclinical immunosuppression affecting CTL and cytokine expression. The subclinical immunosuppression can aggravate many diseases including Marek’s disease (MD) and several bacterial infections. 3. Major conclusions and achievements. The overall project contributed in the following ways to the knowledge about CAV infection in poultry. As expected CAV infections occur frequently in Israel causing problems to the industry. To control subclinical infections vaccination may be needed and our work indicates that the development of an antigen-antibody complex vaccine is feasible. It was previously known that CAV can spread vertically and horizontally, but the exact routes of the latter had not been confirmed. Our results clearly show that CAV can be shed into the environment through feathers. A potential interaction between CAV and MD virus (MDV) in the feathers was noted which may interfere with MDV replication. It was also learned that inoculation of 7-day-old embryos causes growth retardation and lesions. The potential of CAV to cause immunosuppression was further examined using CTL responses to REV. CTL were obtained from chickens between 36 and 44 days of age with REV and CAV given at different time points. In contrast to our earlier studies, in these experiments we were unable to detect a direct impact of CAV on REV-specific CTL, perhaps because the CTL were obtained from older birds. Inoculation of CAV at one day of age decreased the IgG antibody responses to inactivated STM administered at 10 days of age. 4. Scientific and Agricultural Implications The impact of the research was especially important for the poultry industry in Israel. The producers have been educated on the importance of the disease through the many presentations. It is now well known to the stakeholders that CAV can aggravate other diseases, decrease productivity and profitability. As a consequence they monitor the antibody status of the breeders so that the maternal antibody status of the broilers is known. Also vaccination of breeder flock that remain antibody negative may become feasible further reducing the negative impact of CAV infection. Vaccination may become more important because improved biosecurity of the breeder flocks to prevent avian influenza and Salmonella may delay the onset of seroconversion for CAV by natural exposure resulting in CAV susceptible broilers lacking maternal antibodies. Scientifically, the research added important information on the horizontal spread of CAV through feathers, the interactions with Salmonella typhimurium and the demonstration that antigen-antibody complex vaccines may provide protective immunity.
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Means, Barbara, and Julie Neisler. Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic. Digital Promise, August 2020. http://dx.doi.org/10.51388/20.500.12265/102.

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This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person.
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Blanchflower, David, and Richard Freeman. Going Different Ways: Unionism in the U.S. and Other Advanced O.E.C.D. Countries. Cambridge, MA: National Bureau of Economic Research, April 1990. http://dx.doi.org/10.3386/w3342.

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Watmough, Simon P. Jair Bolsonaro: Far-Right Firebrand and Cheerleader for Dictatorship. European Center for Populism Studies (ECPS), February 2021. http://dx.doi.org/10.55271/lp0008.

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Jair Bolsonaro has become notorious for his incendiary comments on women and minority rights, and his misogynistic and homophobic views are well-known. His caustic views and “macho swagger” have been amplified by his social media presence and distinctive approach to self-representation. He is without a doubt Brazil’s first “social media president,” echoing in many ways Trump in his use of such platforms. He is often compared to other strongmen — most famously as the “Tropical Trump” — however, his most obvious likeness is President Rodrigo Duterte of the Philippines.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, and Andrii V. Iatsyshyn. Cloud services application ways for preparation of future PhD. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3248.

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Currently, it is important in Ukraine to harmonize cloud technologies application with European and world scientific initiatives. Need to modernize preparation of future PhDs is caused by challenges of new information, globalized society and digital transformation of all spheres of life, including education and science. The research was aimed to determine features of cloud services application in preparation of future PhDs. Concepts of “cloud computing”, “cloud technologies”, “cloud learning technologies”, “cloud services”, “cloud oriented environment” were analyzed. Experience of cloud technologies and their services application in educational and scientific space in researches of foreign and Ukrainian students was considered. Ukrainian experience in preparation of future PhD of various specialties with cloud services application was analyzed. It was emphasized that approaches improving to preparation of future PhDs based on cloud services application would increase their level of digital competence. It is recommended to include a separate course or module of specific discipline on work with cloud technologies and services during preparation of future PhDs. It is important to improve disciplines and tools content to support education process. It can be learning of disciplines using cloud technologies or services by future PhD’s. Also, cloud services application to support scientific and scientific-organizational activities will increase level of organization and implementation of scientific research. It is important to create cloud-oriented environment for preparation of future PhDs in higher education and research institutions. Making cloud-oriented educational and scientific environment should be based on principles of open education. It is recommended to use cloud-based platforms and services (G Suite for Education; Microsoft Office 365; specialized SaaS (CoCalc or other)).
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Ripoll, Santiago, Jennifer Cole, Olivia Tulloch, Megan Schmidt-Sane, and Tabitha Hrynick. SSHAP: 6 Ways to Incorporate Social Context and Trust in Infodemic Management. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/sshap.2021.001.

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Information epidemiology or infodemiology is the study of infodemics - defined by the World Health Organization as an overabundance of information, some accurate and some not, that occurs during a pandemic or other significant event that may impact public health. Infodemic management is the practice of infodemiology and may sit within the risk communication and community engagement (RCCE) pillar of a public health response. However, it is relevant to all aspects of preparedness and response, including the development and evaluation of interventions. Social scientists have much to contribute to infodemic management as, while it must be data and evidence driven, it must also be built on a thorough understanding of affected communities in order to develop participatory approaches, reinforce local capacity and support local solutions.
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Ripoll, Santiago, Jennifer Cole, Olivia Tulloch, Megan Schmidt-Sane, and Tabitha Hrynick. SSHAP: 6 Ways to Incorporate Social Context and Trust in Infodemic Management. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/sshap.2021.001.

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Information epidemiology or infodemiology is the study of infodemics - defined by the World Health Organization as an overabundance of information, some accurate and some not, that occurs during a pandemic or other significant event that may impact public health. Infodemic management is the practice of infodemiology and may sit within the risk communication and community engagement (RCCE) pillar of a public health response. However, it is relevant to all aspects of preparedness and response, including the development and evaluation of interventions. Social scientists have much to contribute to infodemic management as, while it must be data and evidence driven, it must also be built on a thorough understanding of affected communities in order to develop participatory approaches, reinforce local capacity and support local solutions.
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Schmidt-Sane, Megan, Tabitha Hrynick, Jennifer Cole, Santiago Ripoll, and Olivia Tulloch. SSHAP: 6 Ways to Incorporate Social Context and Trust in Infodemic Management. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/sshap.2021.009.

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Information epidemiology or infodemiology is the study of infodemics - defined by the World Health Organization as an overabundance of information, some accurate and some not, that occurs during a pandemic or other significant event that may impact public health. Infodemic management is the practice of infodemiology and may sit within the risk communication and community engagement (RCCE) pillar of a public health response. However, it is relevant to all aspects of preparedness and response, including the development and evaluation of interventions. Social scientists have much to contribute to infodemic management as, while it must be data and evidence driven, it must also be built on a thorough understanding of affected communities in order to develop participatory approaches, reinforce local capacity and support local solutions.
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