Academic literature on the topic 'POWER-KNOWLEDGE-DESIRE'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'POWER-KNOWLEDGE-DESIRE.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "POWER-KNOWLEDGE-DESIRE"
1
Re, Lucia. "Eleonora Duse and Women: Performing Desire, Power, and Knowledge." Italian Studies 70, no. 3 (July 29, 2015): 347–63. http://dx.doi.org/10.1179/0075163415z.000000000106.
Full text
2
Turner, Oliver. "Knowledge, desire, and power in global politics: Western representations of China's rise." Global Change, Peace & Security 26, no. 1 (January 2, 2014): 121–23. http://dx.doi.org/10.1080/14781158.2014.871244.
Full text
3
Perlmutter, Julian. "Desiring the Hidden God: Knowledge Without Belief." European Journal for Philosophy of Religion 8, no. 4 (December 22, 2016): 51–64. http://dx.doi.org/10.24204/ejpr.v8i4.1717.
Full textAbstract:
For many people, the phenomenon of divine hiddenness is so total that it is far from clear to them that God (roughly speaking, the God of Jewish and Christian tradition) exists at all. Reasonably enough, they therefore do not believe that God exists. Yet it is possible, whilst lacking belief in God’s reality, nonetheless to see it as a possibility that is both realistic and attractive; and in this situation, one will likely want to be open to the considerable benefits that would be available if God were real. In this paper I argue that certain kinds of desire for God can aid this non-believing openness. It is possible to desire God even in a state of non-belief, since desire does not require belief that its object exists. I argue that if we desire God in some particular capacity, and with some sense of what would constitute satisfaction, then through the desire we have knowledge – incomplete yet vivid in its personal significance – about the attributes God would need in order to satisfy us; thus, if God is real and does have those attributes, one knows something about God through desiring him. Because desire does not require belief, neither does the knowledge in question. Expanding on recent work by Vadas and Wynn, I sketch the epistemology of desire needed to support this argument. I then apply this epistemology to desire for God. An important question is how one might cultivate the requisite kinds desire for God; and one way, I argue, is through engaging with certain kinds of sacred music. I illustrate desire’s religiously epistemic power in this context, before replying to two objections.
4
Chitando, Ezra. "'Stop Suffering': an Examination of the Concepts of Knowledge and Power With Special Reference To Sacred Practitioners in Harare." Religion and Theology 7, no. 1 (2000): 56–68. http://dx.doi.org/10.1163/157430100x00126.
Full textAbstract:
AbstractThis article examines the concepts of knowledge and power in relation to charismatic preachers, African Initiated Church prophets and traditional healers in Harare. It explores how these practitioners perceive knowledge and power by adopting a phenomenological approach. How patients and 'consumers' regard preachers, prophets and traditional healers as being in possession of knowledge and power is also a central concern of the discussion. It is shown that believers are convinced that these specially endowed people are capable of ameliorating human distress through their esoteric knowledge and power. Through an examination of the prevailing socio-economic environment it is illustrated how most Africans are convinced that human knowledge and power are severely limited. A plea is made for religion to be taken seriously by all policy makers who desire to witness the transformation of African communities.
5
Chitando, Ezra. "'Stop Suffering': an Examination of the Concepts of Knowledge and Power With Special Reference To Sacred Practitioners in Harare." Religion and Theology 7, no. 4 (2000): 56–68. http://dx.doi.org/10.1163/157430100x00289.
Full textAbstract:
AbstractThis article examines the concepts of knowledge and power in relation to charismatic preachers, African Initiated Church prophets and traditional healers in Harare. It explores how these practitioners perceive knowledge and power by adopting a phenomenological approach. How patients and 'consumers' regard preachers, prophets and traditional healers as being in possession of knowledge and power is also a central concern of the discussion. It is shown that believers are convinced that these specially endowed people are capable of ameliorating human distress through their esoteric knowledge and power. Through an examination of the prevailing socio-economic environment it is illustrated how most Africans are convinced that human knowledge and power are severely limited. A plea is made for religion to be taken seriously by all policy makers who desire to witness the transformation ofAfrican communities.
6
Adekannbi, Janet O. "Motivational Factors Influencing Attitude towards Knowledge Transmission by Traditional Medical Practitioners in Rural Communities of South West Nigeria." Asian Review of Social Sciences 9, no. 1 (May 5, 2020): 1–8. http://dx.doi.org/10.51983/arss-2020.9.1.1614.
Full textAbstract:
Using survey design, both qualitative and quantitative data were collected from two hundred and twenty-eight traditional medical practitioners using questionnaire, key-informant interviews and FGDs. The motivational factors investigated were perceived loss of knowledge power, reputation enhancement and expected incentives. Findings from quantitative data revealed that there was no significant relationship between attitude and amount of knowledge transmitted by the TMPs as well as between attitude and each of the motivational variables. However, qualitative data showed that TMPs generally in the region had a positive attitude towards knowledge transmission and mostly transmitted their knowledge because of their desire to enhance their reputation and many would also receive financial incentives. They did not fear losing their knowledge power due to knowledge transmission. The paper recommends a post-positivist approach to studies on knowledge transmission of TMPS in rural communities as this recognizes subjectivity in research by relying on opinions and feelings of respondents.
7
Lima, Paula Lenz Costa, Raymond Gibbis Júnior, and Edson Françozo. "Emergência e natureza da metáfora primária desejar é ter fome." Cadernos de Estudos Lingüísticos 40 (August 10, 2011): 107–40. http://dx.doi.org/10.20396/cel.v40i0.8637123.
Full textAbstract:
In this paper, the role of human bodily experience in the generation of metaphors in language and thought is investigated through empiric linguistic and psycholinguistic studies on the DESIRE IS HUNGER metaphor. Based on Grady’s hypothesis (1997), which suggests a direct link between the recurrence of universal particular bodily experiences and the generation of primitive conceptual metaphors, we investigated how American English and Brazilian Portuguese speakers metaphorically conceptualize desire in terms of hunger. Our results were congruent with Grady’s hypothesis, showing that what people know about their embodied experiences of hunger allows them both to predict which aspects of desire will, and will not, be thought of, and talked about, in terms of their embodied understandings of hunger, and to understand metaphorical expressions about human desires, such as politicians hunger for power or these children hunger for affection. Moreover, we analyzed the DESIRE IS HUNGER metaphor productivity, which was shown to be very high and was also shown to be employed in different discourse genres and in many areas of human knowledge, in both languages.
8
Pettit, Philip. "Response to Commentaries on Made with Words." Hobbes Studies 22, no. 2 (2009): 208–18. http://dx.doi.org/10.1163/092158909x12452520755676.
Full textAbstract:
AbstractThis reply argues five points, in response to the commentaries on my book, “Made with Words”. First, that Hobbes's theory of language may have supported his materialism, as his materialism supported the theory of language. Second, that for Hobbes legal penalties as such do not take from freedom, only legal obligations. Third, that his emphasis on maker's knowledge explains his theory of a priori demonstrable knowledge and, in particular, the importance he gives to definitions. Fourth, that Hobbes's theory of the desire for power suggests, against his own strategy, that people each ought to seek the equality that goes with others not having power over them; this is the next best to the inequality a person would enjoy in having power over others. And fifth, that Hobbes's theory of freedom is inferior in a number of respects to the republican theory of freedom as non-domination that he opposed.
9
Yang, Wen-Jei, Shin Fann, and John H. Kim. "Heat and Fluid Flow Inside Rotating Channels." Applied Mechanics Reviews 47, no. 8 (August 1, 1994): 367–96. http://dx.doi.org/10.1115/1.3111084.
Full textAbstract:
Power generation and refrigeration accomplished by means of rotating or reciprocating machinery. One of the basic elements of rotating machinery is the rotating channel system. With the desire for ever increasing efficiency in power generation and refrigeration, higher or lower operating temperatures are achieved. It has provided motivation for the pursuit of knowledge on heat transfer and fluid flow characteristics. This paper reviews the literature pertinent to studies of fluid flow and/or heat transfer in channel flows subjected to radial rotation, parallel rotation, and coaxial revolution. Special problems unique to rotating systems are discussed and future study areas are suggested.
10
Williams, Logan D. A. "Mapping Superpositionality in Global Ethnography." Science, Technology, & Human Values 43, no. 2 (May 22, 2017): 198–223. http://dx.doi.org/10.1177/0162243917711005.
Full textAbstract:
Science studies scholars often study up to high-tech elites who produce and design scientific knowledge and technology. Methodological tension begins when you pair a desire to study down to less economically developed countries, with the desire to study up to high-tech elites within them. This becomes further complicated when the ethnographer and his/her informants share professional interests and credentials. In these situations, the researcher has high status because of geopolitical privilege. However, the researcher is neither a high-tech elite nor a local cultural elite. How might the ethnographer successfully access and navigate field sites imbued with these unseen power differentials? There are currently no visual mapping tools to enhance the process of reflexivity by feminist ethnographers, as they consider their globally embedded multiple, hierarchical, and situated positionality. This reflection methodology piece provides a tool to consider this phenomenon, as it exists across the Global North/South divide of power. Such a tool would be useful to northern ethnographers to better strategize ethics and access while avoiding complicity with structures of inequality and empowering their southern interlocutors.
Dissertations / Theses on the topic "POWER-KNOWLEDGE-DESIRE"
1
HARRISON, LYN MARGARET, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "(RE)PRODUCING POWER-KNOWLEDGE-DESIRE: YOUNG WOMEN AND DISCOURSES OF IDENTITY." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.103936.
Full textAbstract:
This study focuses on three young women in their final year of school using data gathered during a year-long process of individual conversational interviews, the contents of which were largely determined by their interests. Three themes arise from critical incidents during this year - the debutante ball, teenage pregnancy and dieting. These themes are used to focus wide ranging explorations of what it is to be a young woman at this particular time. The broader cultural production of discursive positions available to, and developed by, these young women as part of their identity formation is discussed. Methodological issues concerning power relationships between research participants are also the focus of critical attention.
It is considered that young women's bodies and bodily practices are central to understanding the processes involved in their identity formation. It is in this context that the focus turns to bodies that matter. In contemporary Western cultures 'adolescent bodies' could be said to matter 'too much' in the sense that they are increasingly the focus for disciplinary practices in institutions such as schooling, the church, the family, health care, health promotion and the media. This disciplining is legitimised because adolescence is socially constructed as a 'becoming'. In this case it is a matter of 'becoming woman'; a sort of apprenticeship which allows for knowledgeable others to provide not only guidance and nurturance, but discipline. Using insights gained from feminist poststructuralist theory and cultural feminism this thesis argues that the discourses and practices generated within and across institutions, which are normalised by their institutional base, are gender differentiated. The focus is on young women's embodied subjectivity and how the discourses and practices they engage with and in work to construct an ideal feminine body-subject.
The discursive production of a gendered identity has a considerable impact on young women's health and their health-related behaviours. This is explored specifically in the thesis in relation to sexuality and the cultural production of the 'ideal' female body. It is argued that health education and health promotion strategies which are designed to influence young women's health related behaviours, need to consider the forms of power, knowledge and desire produced through young women's active engagement with institutionalised discourses of identity if they are to have an ongoing impact
2
Monteiro, Francisca Paula Toledo. "Fracasso escolar : o discurso do sujeito que fracassa. Fracassa?" [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252011.
Full textAbstract:
Orientador: Regina Maria de SouzaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-10T22:43:03Z (GMT). No. of bitstreams: 1 Monteiro_FranciscaPaulaToledo_M.pdf: 1096449 bytes, checksum: 131ce4cc29110868b0b27f92899df48f (MD5) Previous issue date: 2008
Resumo: A expressão fracasso escolar põe em jogo diversas representações daquilo que podemos reconhecer hoje como um mal-estar na educação. Embora o fracasso sempre tenha existido, foi somente a partir da década de 60 que passou a ocupar a cena escolar e a preocupar os especialistas das áreas ligadas à educação, especialmente à educação infantil. Este trabalho constitui uma abordagem do fracasso escolar pela via de estudos psicanalíticos e filosóficos, com ênfase no sujeito de desejo. Com base em um retorno à minha história de vida e constituição como professora-pesquisadora e no relato de casos de crianças que me procuram para atendimento pedagógico como suporte para suas ¿dificuldades¿ de aprender, busco intervir nas ordens de discurso que o fracasso escolar patrocina. Discorro, então, sobre as relações de saber e poder constitutivas da sociedade disciplinar de controle, sob a ótica de Michel Foucault, e sobre os conceitos de transferência, desejo e saber na relação professor/aluno, à luz dos escritos de Sigmund Freud e de seus comentadores. Nessa direção, e apoiada em minhas experiências como alfabetizadora no exercício do magistério, busco demonstrar que o fracassado não existe. Existe, sim, um sujeito (de desejo) que não é compreendido em sua demanda escolar porque previamente classificado em uma nomenclatura que o aguarda a priori ¿ o fracassado, o indisciplinado, o anormal
Abstract: The phrase school failure puts at risk various representations of what can be currently understood as a state of disquiet in the field of education. Although failure has always existed, it was only in the 60s of the twentieth century that it entered the school scenario and started troubling education specialists, mainly those connected with children¿s education. This paper focuses on school failure by means of psychoanalytical and philosophical studies, with an emphasis on the subject of desire. Based on my past history and formation as a teacher/researcher and on reports of case studies of children who come to me in search of pedagogical support for their learning ¿difficulties¿, I try to intervene in the discourse sponsored by school failure. Thus, I discuss the relations between knowledge and power, which constitute the disciplinary control society, following Michel Foucault¿s views, and the concepts of transference, desire and knowledge in the relation teacher/pupil, following Sigmund Freud¿s theories, and his commentators as well. In this respect, and supported by my experience as a literacy 8teacher, I try to show that a failure does not exist. What does exist is a subject (of desire) whose school demands are not satisfied, once this subject has already been a priori classified by a special nomenclature: a case of failure, indiscipline, abnormality
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
3
Heinze, Franziska. "Postkoloniale Theorie." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-220194.
Full textAbstract:
Postkoloniale Theorie bezeichnet ein breites Spektrum theoretischer Zugänge zu und kritischer Auseinandersetzungen mit historischen und gegenwärtigen Machtverhältnissen, die im Zusammenhang mit dem europäischen Kolonialismus und seinen bis heute währenden Fortschreibungen stehen. Als Gründungsdokument postkolonialer Theorie gilt Edward Saids Studie „Orientalism“ (1978). Postkoloniale feministische Theorie fokussiert auf die Situation von Frauen bzw. auf vergeschlechtlichte Identitäten in (neo-)kolonialen Settings. Neben der Konstruktion von Gender und Geschlechterrollen sind Sexualität und Begehren wichtige Topoi postkolonialer Theorie. Ein weiteres Themenfeld stellt die Dekonstruktion eurozentrischen / westlichen Wissens dar.
4
Heinze, Franziska. "Postkoloniale Theorie." Universität Leipzig, 2015. https://ul.qucosa.de/id/qucosa%3A15382.
Full textAbstract:
Postkoloniale Theorie bezeichnet ein breites Spektrum theoretischer Zugänge zu und kritischer Auseinandersetzungen mit historischen und gegenwärtigen Machtverhältnissen, die im Zusammenhang mit dem europäischen Kolonialismus und seinen bis heute währenden Fortschreibungen stehen. Als Gründungsdokument postkolonialer Theorie gilt Edward Saids Studie „Orientalism“ (1978). Postkoloniale feministische Theorie fokussiert auf die Situation von Frauen bzw. auf vergeschlechtlichte Identitäten in (neo-)kolonialen Settings. Neben der Konstruktion von Gender und Geschlechterrollen sind Sexualität und Begehren wichtige Topoi postkolonialer Theorie. Ein weiteres Themenfeld stellt die Dekonstruktion eurozentrischen / westlichen Wissens dar.
Books on the topic "POWER-KNOWLEDGE-DESIRE"
1
Knowledge, desire and power in global politics: Western representations of China's rise. Cheltenham, UK: Edward Elgar, 2012.
Find full text
2
Pan, Chengxin. Knowledge, Desire and Power in Global Politics. Edward Elgar Publishing, 2012. http://dx.doi.org/10.4337/9781782544241.
Full text
3
Legaspi, Michael C. A Nation of Philosophers. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190885120.003.0006.
Full textAbstract:
Plato and Aristotle provided systematic accounts of wisdom in which virtue and ruling knowledge are keyed both to rational theology and to a scientific understanding of the cosmos. To be wise is to understand ethical and political life in a specific way, not as isolated venues for power, pleasure, and desire, but rather as aspects of life that accord with reality understood in its profoundest metaphysical dimensions. Disciplined knowledge of what is real, though difficult to attain, may be brought to bear on questions and problems of every sort. This profoundly holistic understanding of wisdom yields a kind of wisdom template, according to which other forms of life—including the distinctive way of life belonging to the Jews—may be understood and evaluated as wisdom programs. Greek thinkers like Hecataeus and Theophrastus did precisely this, opening a new path for Jews to present themselves collectively as bearers of wisdom.
4
Piran, Niva. Handbook of Positive Body Image and Embodiment. Edited by Tracy L. Tylka. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190841874.001.0001.
Full textAbstract:
Positive body image entails appreciating, loving, respecting, nurturing, protecting, and seeing beauty in the body regardless of its consistency with media appearance ideals. Embodiment reflects a connection between the mind and the body, which have a continual dialectical relationship with the world, and includes positive body connection, body agency and functionality, attuned self-care, positive experiences with body desires, and living in the body as a subjective rather than objectified site. This 38-chapter handbook reviews current knowledge of positive body image and embodiment, as well as future directions for work in these areas, which will be useful for mental health researchers, practitioners, advocates, and activists. Nine chapters review constructs that represent the positive ways we live in our bodies: experiences of embodiment, body appreciation, body functionality, body image flexibility, broad conceptualization of beauty, mindful attunement, intuitive eating, attunement with exercise, and attuned sexuality. Fifteen chapters speak to how we can cultivate positive body image and embodiment by expanding physical freedom (mindful movement, personal safety, connection to agency and desire); mental freedom (resisting objectification, stigma, media images, and gender-related molds); and social power (within families, peers, support systems, and online contexts). Last, 14 chapters address novel ways we can enhance positive body image and embodiment through individual and social interventions that focus on compassion, acceptance, emotional regulation, mindfulness, social justice, movement (yoga), cognitive dissonance, media literacy, and public health and policy initiatives.
5
Parreñas Shimizu, Celine. The Proximity of Other Skins. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190865856.001.0001.
Full textAbstract:
Transnational films representing intimacy and inequality disrupt and disgust Western spectators. When wounded bodies within poverty entangle with healthy wealthy bodies in sex, romance and care, fear and hatred combine with desire and fetishism. Works from the Philippines, South Korea, and independents from the United States and France may not be made for the West and may not make use of Hollywood traditions. Rather, they demand recognition for the knowledge they produce beyond our existing frames. They challenge us to go beyond passive consumption, or introspection of ourselves as spectators, for they represent new ways of world-making we cannot unsee, unhear, or unfeel. The spectator is redirected to go beyond the rapture of consuming the other to the rupture that arises from witnessing pain and suffering. Self-displacement is what proximity to intimate inequality in cinema ultimately compels and demands so as to establish an ethical way of relating to others. In undoing the spectator, the voice of the transnational filmmaker emerges. Not only do we need to listen to filmmakers from outside Hollywood who unflinchingly engage the inexpressibility of difference, we need to make room for critics and theorists who prioritize the subjectivities of others. When the demographics of filmmakers and film scholars are not as diverse as its spectators, films narrow our worldviews. To recognize our culpability in the denigration of others unleashes the power of cinema. The unbearability of stories we don’t want to watch and don’t want to feel must be borne.
Book chapters on the topic "POWER-KNOWLEDGE-DESIRE"
1
Taylor, Dan. "Desire." In Spinoza and the Politics of Freedom, 93–122. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474478397.003.0005.
Full textAbstract:
Chapter 4 applies this theory of Spinozan power to human freedom, whose features it then explores. It seeks out a practical account of freedom, one that avoids empty tautologies like ‘power makes things more powerful’, or which places freedom beyond the reach of most human beings. It argues for a more inclusive model of empowerment, one that sets up the value of the imagination and the passive affects, things which are not in themselves empowering, but which can be used to greater power and self-knowledge. It distinguishes desire from the conatus, and explore the features of this peculiar ‘consciousness’. What matters most is not what a given desire is, but what it does for the agent. Neither desire nor the affect of joy intrinsically correlate with actual self-preservation, but are best realised through it, providing a new way to think freedom through desire and what is called an education of the imagination.
2
Hannon, Michael. "Skepticism and the Point of Knowledge." In What's the Point of Knowledge?, 189–221. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190914721.003.0009.
Full textAbstract:
This chapter explores the relationship between philosophical skepticism and the concerns of daily life. The aim is to show that function-first epistemology can augment an argument against skepticism. The force of the skeptic’s argument, as well as our desire to reject the skeptical conclusion, is explained in the following way: our need to share information pushes us to accept stricter epistemic standards that might logically end at skepticism, but practical factors encourage us to formulate standards that stop short of skepticism. This tension creates an area of indeterminacy in which controversies about skepticism take place. This chapter explains the persuasive power of skepticism while also explaining why skeptical worries do not (and should not) threaten our everyday knowledge.
3
Baker, Jack R., Jeffrey Bilbro, and Wendell Berry. "Community." In Wendell Berry and Higher Education. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169026.003.0009.
Full textAbstract:
Berry’s diagnosis of the fragmentation that characterizes most educational institutions is particularly nuanced in Jayber Crow. This novel also develops an alternative mode of communal catechesis, one that provides an education in and for love. After describing Jayber Crow’s indictment of formal education and the “way of love” Berry offers in its place, this chapter articulates two contrasting modes of intellectual appetite—the curious and the studious. Whereas the curious desire knowledge in order to gain power for themselves, the studious desire knowledge for the sake of the subject. One of the characteristics of a studious person, then, is an ability to make connections and foster complex health—habits that modern universities are particularly bad at fostering. This chapter concludes by considering two practices that might foster this loving orientation toward others: asking connective questions and developing focused attention.
4
Harrigan, Michael. "The labouring body." In Frontiers of servitude. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781526122261.003.0004.
Full textAbstract:
This chapter explores how French texts echoed shared ideas about labour in the plantation context. Plantation labour employed the bodies of slaves in new, proto-industrial processes. Within this context the concept of accumulation was central to understanding slaves and the free. Commentators show the importance of numeracy to colonial knowledge, which organised labour, space, and productivity. This knowledge implied forms of belonging and exclusion. Slave labour remained human labour and could be disrupted by social dynamics and desire. The distinctions between slave and free even encompassed time, which was inseparable from accumulation and power. Comparison with free indentured labourers illustrates the condition of the slave, and comparison with animals demonstrates what was gratifying or repellent about slave labour.
5
Baker, Jack R., Jeffrey Bilbro, and Wendell Berry. "Imagining the Tree of Wisdom." In Wendell Berry and Higher Education. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169026.003.0002.
Full textAbstract:
Berry’s novella Remembering powerfully depicts the importance of the imagination in healing the dismemberment and displacement caused by our contemporary mode of life and education, so this chapter opens with a reading of Andy Catlett’s journey to reimagine the health and beauty of his home, thus regaining his desire to return. An education that hopes to encourage students to serve the health of their communities must offer particular, complex images of health that they can desire and work toward. Most universities today are unable to clearly articulate what end they serve, so they lapse into merely providing students with career training. While this is an important part of a university’s task, it fails to provide students with any vision of a healthy place. We propose an education rooted in and united by place. Such an education would combat the motivations to obtain money and power that have led to the current fragmentation of academic disciplines. Thus, we follow Berry’s suggestion that universities adopt the medieval image of knowledge as a rooted tree.
6
Kurubacak, Gülsün. "Making Online Bulletin Board Dialogues Work." In Handbook of Conversation Design for Instructional Applications, 161–76. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-597-9.ch011.
Full textAbstract:
This chapter introduces Online Bulletin Board Dialogues (OBBDs). It focuses on how to making dialogues work. Besides, in this study, the strategies and principles of conversation design based on Media Richness Theory is discussed to generate a theoretical framework that conversation design. This framework shows that the new ways of adjusting democratic conversations to contemporaneous realities. OBBDs are influenced of several things, such as political pressures, personal aspirations, etc., the desire to exercise power, the overriding issues of global need and ambition. On the other hand, OBBDs build on shifting sands or unfirm earth of feelings and interests. The author hopes that making OBBDs work can help online communication workers find the diverse resources, multicultural experiences, and egalitarian opportunities that open their minds and broaden their perspectives. Furthermore, discussing the main characteristics of bulletin boards for building knowledge networks can construct very powerful paradigm shifts to build online communities with new communication technologies.
7
Dyer, Serena. "Fashioning Consumers: Ackermann’s Repository of Arts and the Cultivation of the Female Consumer." In Women's Periodicals and Print Culture in Britain, 1690-1820s. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474419659.003.0031.
Full textAbstract:
Serena Dyer argues that the Anglo-German Rudolph Ackermann’s Repository of Arts, Literature, Commerce, Manufactures, Fashions, and Politics (1809–29) provides evidence of a decisive and conscious acknowledgement of the power of print to promote commerce and to establish the figure of the female consumer. In part through the fashion plate, periodicals were an indispensable tool for female readers looking to hone their economic skills and make spending decisions as responsible British subjects. Although it had wide interests, the Repository stands out for its patriotic promotion of British manufacture, prominently promoted through a series of woodcuts celebrating British manufacture and industry that framed actual fabric samples. Instead of simply encouraging a blind, novelty-based desire for the latest items, women’s periodicals such as the Repository acted to provide women with market knowledge, and to keep them commercially active. The women’s periodical aimed to mould women into urbane, economically dynamic, market-aware, discerning, and knowledgeable consumers.
8
Powell, Wardell A. "A Socioscientific Issue Approach to Understanding Middle School Students' Beliefs and Intentions Toward Climate Change." In Socioscientific Issues-Based Instruction for Scientific Literacy Development, 92–131. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4558-4.ch004.
Full textAbstract:
This chapter is a demonstration of how to use socioscientific issues to impact middle school students' beliefs and intentions towards climate change. Fifty-one middle school students from a summer enrichment program in the Northeastern United States participated in this study. The duration of this curricular unit took place over six consecutive one-hour class periods. The researcher utilized quantitative and qualitative procedures to analyze the students' abilities to think critically and to argue persuasively about their beliefs and intentions about climate change. The results indicate that the students concluded that human actions are a significant factor in climate change. The students' intentions to act, as well as their desire to encourage others to take actions necessary to mitigate climate change, were compelling. Additionally, the knowledge the students gained from the interventions used enhanced their abilities to write persuasively to the chief executive officers from power plants and waste treatment facilities to a round table discussion on ways to mitigate climate change.
9
Lee, Adam. "Conclusion." In The Platonism of Walter Pater, 242–52. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198848530.003.0008.
Full textAbstract:
At the close of Pater’s career, then, one can summarize the broad strokes of his Platonism. He calls it a tendency and a temper; but it is really a critical acuity for negotiating or reconciling the paradox of opposites one sees on a daily basis, such as the many and the one, or the finite in the infinite, the recognition of form in matter, which in the right balance is beauty. Calling it a tendency emphasizes its enduring power in a person’s personality. It is taking seriously the importance of love in Platonism that opens Pater’s teaching up to charges of a peculiar or idiosyncratic form of the philosophy. Platonically, his aestheticism is the desire to possess beauty, and begins with the very things around us, possessing a high degree of form, becoming rarer and rarer, more select, as one learns to identify better instances of it and his taste advances. Because he is a lover and philosopher at once, he progresses up the Platonic ladder with enthusiasm for visible ideas and knowledge of Dialectic, which relies on scepticism, or a suspension of judgement, which is both a suspension of belief and disbelief. Because he becomes ...
10
Cranford, Cynthia J. "Disability and the Quest for Flexibility." In Home Care Fault Lines, 40–58. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501749254.003.0003.
Full textAbstract:
This chapter analyzes the quest for flexibility among personal support recipients, considering their experiences of impairment and aging and how these bodily realities clash with the value that North American culture places on independence and youth. Recipients sought flexibility in the labor market, which was a continuum ranging from hiring and firing power to a degree of say on who came into one's home to provide intimate support. Recipients also sought flexibility at the intimate level along two dimensions. The first was their ability to use their own knowledge to direct how their bodies were handled and their homes managed. The second dimension was their ability to influence and change which service tasks were provided, when, and where. This deep understanding of recipients' quest for flexibility, together with the account of workers' long-standing pursuit of security in the previous chapter, begins to reveal tensions between the two groups. Recipients' desire for flexibility in service tasks can be in tension with workers' efforts to gain security by defining the parameters of their job. At the labor market level, recipient flexibility to choose the worker can be in tension with worker's employment and income security.
Conference papers on the topic "POWER-KNOWLEDGE-DESIRE"
1
Kawamura, Hideki, and Ian G. McKinley. "Direct Disposal of Spent Fuel: Developing Solutions Tailored to Japan." In ASME 2013 15th International Conference on Environmental Remediation and Radioactive Waste Management. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icem2013-96066.
Full textAbstract:
With the past Government policy of 100% reprocessing in Japan now open to discussion, options for direct disposal of spent fuel (SF) are now being considered in Japan. The need to move rapidly ahead in developing spent fuel management concepts is closely related to the ongoing debate on the future of nuclear power in Japan and the desire to understand the true costs of the entire life cycle of different options. Different scenarios for future nuclear power — and associated decisions on extent of reprocessing — will give rise to quite different inventories of SF with different disposal challenges. Although much work has been carried out spent fuel disposal within other national programmes, the potential for mining the international knowledge base is limited by the boundary conditions for disposal in Japan. Indeed, with a volunteer approach to siting, no major salt deposits and few undisturbed sediments, high tectonic activity, relatively corrosive groundwater and no deserts, it is evident that a tailored solution is needed. Nevertheless, valuable lessons can be learned from projects carried out worldwide, if focus is placed on basic principles rather than implementation details.
2
Paquette, Gerid D., Deep N. Patel, Amanda Bessette, and Beshoy W. Morkos. "Exploring the Use of Reverse Engineering as a Means to Introduce Engineering to Middle School Students." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60358.
Full textAbstract:
Many K-12 students, and perhaps even some of their teachers, lack clear understanding of the significance or roles of an engineer [4, 13]. With the ever-growing integration of technology in our society, there is a need to establish a stronger foundation of STEM education, specifically ‘E’: engineering. Several research groups believe and have published data supporting the idea that minimal exposure of engineering at a young age may lead to the absence of motivation by students to consider engineering as a future career [14, 15]. In contrast, studies have also shown that exposing students to engineering concepts early in their academic careers could influence them to seriously consider engineering [28]. In this study, hands-on outreach events were held for students at local K-12 schools to expose and share knowledge about the importance of engineering, careers engineers enter into, and examples of problems engineers work to solve daily. Students were given the opportunity to reverse engineer various small home appliances to learn about the components and how those components collectively help complete a system function. These appliances were gender neutral, and included power drills, hair dryers, coffee makers and more. To engage their minds further, students were tasked with redesigning the product with proposed improvements to increase the product’s overall functionality and/or efficiency. The students were surveyed with a questionnaire to gauge their interest in engineering. This data was analyzed and it was found that though the students viewed engineering as fun and exciting, it did not correlate to their desire to pursue it as a career. Additionally, the known gender gap that exists in engineering today was reconfirmed with this study.
3
Jones, Scott M. "Steady-State Modeling of Gas Turbine Engines Using the Numerical Propulsion System Simulation Code." In ASME Turbo Expo 2010: Power for Land, Sea, and Air. ASMEDC, 2010. http://dx.doi.org/10.1115/gt2010-22350.
Full textAbstract:
The Numerical Propulsion System Simulation (NPSS) code was created through a joint United States industry and National Aeronautics and Space Administration (NASA) effort to develop a state-of-the-art aircraft engine cycle analysis simulation tool. Written in the computer language C++, NPSS is an object-oriented framework allowing the gas turbine engine analyst considerable flexibility in cycle conceptual design and performance estimation. Furthermore, the tool was written with the assumption that most users would desire to easily add their own unique objects and calculations without the burden of modifying the source code. The purpose of this paper is twofold: first, to present an introduction to the discipline of thermodynamic cycle analysis to those who may have some basic knowledge in the individual areas of fluid flow, gas dynamics, thermodynamics, and turbomachinery theory but not necessarily how they are collectively used in engine cycle analysis. Second, this paper will show examples of performance modeling of gas turbine engine cycles specifically using Numerical Propulsion System Simulation concepts and model syntax. Current practices in industry and academia will also be discussed. While NPSS allows both steady-state and transient simulations and is written to facilitate higher orders of analysis fidelity, the pedagogical example will focus primarily on steady-state analysis of an aircraft mixed flow turbofan at the 0-D and 1-D level. Ultimately it is hoped that this paper will provide a starting point by which both the novice cycle analyst and the experienced engineer looking to transition to a superior tool can use NPSS to analyze any kind of practical gas turbine engine cycle in detail.