Статті в журналах: "Movement knowledge"

1

Pyrozhenko, Vadym. "The role of knowledge complexity in administration–society collaborations on knowledge." International Journal of Organization Theory & Behavior 21, no. 4 (November 12, 2018): 275–94. http://dx.doi.org/10.1108/ijotb-03-2018-0022.

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Purpose This paper engaged in theory-building from social movement and knowledge management (KM) theories and applied the case study method to explore the role of knowledge complexity in administration–society collaborations on knowledge. Complex knowledge is a kind of knowledge that consists of many interdependent elements, some of which are tacit. Complex knowledge creates challenges when external social groups attempt to transfer their knowledge to public organizations. Thus, the purpose of this paper is to investigate the following question: how do social groups acting as knowledge agents transfer their knowledge if it is complex? Design/methodology/approach A single-case study methodology informs the theory-building in this paper. The paper examined a case of collaboration between the natural childbirthing social movement and state maternity hospitals in Russia and Ukraine. The case was constructed from interviews, primary sources and secondary sources. Findings Social movement and KM theories were used in a case analysis to formulate theoretical propositions about the complexity of social movement knowledge, why and how movements transfer their knowledge through collaborations with the state, and how administrators assess movement knowledge and its transfer. The case suggests that administrators’ lack of capacity to recognize and deal with complex knowledge results in the underutilization of social groups’ knowledge. In particular, administrators treat complex knowledge as simple, and they misunderstand and underestimate its effects on collaboration. Originality/value To the best of this author’s knowledge, this paper is the first attempt in public administration to engage in theory-building from social movement and KM theories.

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2

Toward, Jeffrey I., and Robert Kerr. "Knowledge and Movement Reproduction." Human Performance 7, no. 4 (December 1994): 305–14. http://dx.doi.org/10.1207/s15327043hup0704_5.

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3

Shehwar, Shahreen. "Examining Alternative Knowledge Production." Potentia: Journal of International Affairs 9 (October 1, 2018): 57–67. http://dx.doi.org/10.18192/potentia.v9i0.4443.

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Transnational alternative policy groups (TAPGs) are alternative think tanks that mobilize knowledge into social movements and community action. These social movement actors may hold vast potential in correcting inequalities that have, arguably, been prominent during the recent wave of neoliberalism. However, the study of TAPGs is new and thus they are only recently emerging within academic literature. Here, the author contributes to literature on TAPGs, by comparing two TAPGs, from the Global North and South respectively, in order to explore their potential as social movement actors situated within a neoliberal hegemonic global system.

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Sartoretto, Paola, and Leonardo Custdio. "The production of knowledge in Brazilian social movement families." Journal of Alternative & Community Media 4, no. 2 (July 1, 2019): 60–73. http://dx.doi.org/10.1386/joacm_00049_1.

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Analyses of the interplay between media technologies and social movements have been predominantly media-centric, focusing on practices and orientations towards media. Studies looking into communication and media practices within social movements usually have the single social movement as a unit of analysis, overlooking relations and interactions among social movements. We shift the focus to practices and orientations towards media, and to communicative processes among social movement families. The study pays particular attention to communication related to the production and circulation of knowledge. Through the study of the interrelations among three social movements in Brazil, we propose a typology of knowledge constructed and circulated within and among social movements as related to 1) militancy and insurgency, 2) mobilisation dynamics, and 3) framing awareness.

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della Porta, Donatella, and Elena Pavan. "Repertoires of knowledge practices: social movements in times of crisis." Qualitative Research in Organizations and Management: An International Journal 12, no. 4 (November 13, 2017): 297–314. http://dx.doi.org/10.1108/qrom-01-2017-1483.

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Purpose Starting from the assumption that knowledge becomes all the more important for movements in times of crisis, as old structures are challenged and new ones envisaged and proved feasible, the purpose of this paper is to suggest ways to expand the toolkit of social movement studies in order to empirically address knowledge practices as a meaningful part of contemporary progressive activism. Design/methodology/approach The authors start by arguing that, in their effort to pursue or resist social and political changes, contemporary progressive social movements form collective spaces of knowledge production that are true laboratories for innovation. For this reason, the authors begin by making a case for accounting more explicitly for knowledge production within social movement studies - not as a substitution for but, rather, as a necessary complement to current cultural approaches. Building on extant literature on the nexus between movements and knowledge, the authors then outline the peculiarities of movement knowledge. Findings On these bases, the authors outline the core components of what the authors call repertoires of knowledge practices - that is, the set of practices that foster the coordination of disconnected, local, and highly personal experiences and rationalities within a shared cognitive system able to provide movements and their supporters with a common orientation for making claims and acting collectively to produce social, political, and cultural changes. Originality/value The authors conclude by identifying some promising avenues of research to further develop the understanding of movement practices of knowledge production and transmission.

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SHIMAZONO, Susumu. "Alternative Knowledge Movements as Religion: An Alternative Farming Movement in Japan." Social Compass 43, no. 1 (March 1996): 47–63. http://dx.doi.org/10.1177/003776896043001005.

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7

Samutri, Erni, and Lia Endriyani. "Education of fetal movement counting: an effort to increase knowledge and compliance of pregnant women to do self-assessment of fetal wellbeing." Jurnal Ners dan Kebidanan Indonesia 9, no. 1 (May 27, 2021): 68. http://dx.doi.org/10.21927/jnki.2021.9(1).68-75.

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Background: Decreased movements of the fetus can indicate decrease supply of oxygen and nutrients to the fetus and increase the risk of fetal compromised, even stillbirth. Providing accurate information on fetal movements will help mother to make right decision when dealing with decreased fetal movements. This study aims to determine the effect of fetal movement counting education on knowledge and compliance of pregnant women in performing fetal movement counting.Method: This pre-experimental study allocated 32 pregnant women at 28-37 weeks gestation to practice daily fetal movement counting for 3 weeks. The intervention was a package of fetal movement counting education and practice for 3 weeks. Knowledge on fetal movement counting was measured 4 times by a validated questionnaire and compliance was measured in the end of intervention. Friedman test was used to analyze the changes of women knowledge on fetal movement counting.Results: The results showed that there was an increase in women knowledge on fetal movement counting from 52.94% to 86.10% at the end of intervention, by the highest score in the technihue for fetal movement counting (93.67%). Comparison of 4 measurement periods showed significant changes in knowledge (p <0.000), with a tendency of rise in knowledge. The compliance in performing fetal movement counting was high about 96%.Conclusion: Education of fetal movement counting will increases the knowledge regarding fetal movement. Providing appropriate education and continuous follow-up will increase women’s awareness on the importance of fetal movement monitoring and rise up their compliance to do so.

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Rahmawati, Veronica Yeni Rahmawati, Jehan Puspasari, and Dian Fitria. "GEMOY (GERAKAN MONITORING DEBAY): OPTIMALISASI MENINGKATKAN PENGETAHUAN IBU HAMIL TENTANG PEMANTAUAN GERAK JANIN." Service Quality (Jurnal Pengabdian Masyarakat) 1, no. 2 (August 25, 2024): 65–72. http://dx.doi.org/10.33377/sqj.v1i2.228.

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Monitoring fetal movements in the womb is still not optimal for pregnant women. This is due to the lack of knowledge of pregnant women regarding ways or techniques to monitor fetal well-being which can be done at home or outside the home while working. The aim of this community service is to increase pregnant women's knowledge regarding monitoring fetal movements independently. The method used is an introduction to the stages of fetal development and health education to monitor fetal movements through fetal movement cards. Based on the results of the pretest and posttest questionnaires, it shows that there was an increase in participants' knowledge before being given education who had good knowledge by 5 people (33.3%) then after being given education participants who had good knowledge about monitoring and monitoring fetal movements increased by 13 people (88.6 %). Providing face-to-face education and socializing the recording of fetal movement monitoring cards has been proven to increase pregnant women's knowledge in monitoring fetal movement.

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9

Backman, Erik, Gunn Nyberg, and Håkan Larsson. "Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective." European Physical Education Review 26, no. 1 (March 20, 2019): 111–27. http://dx.doi.org/10.1177/1356336x19837287.

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The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students’ conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman’s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students’ conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ‘know’ certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students’ levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students’ reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.

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10

Fredriksson, Martin. "Open Source Seeds and the Revitalization of Local Knowledge." Sustainability 13, no. 21 (November 6, 2021): 12270. http://dx.doi.org/10.3390/su132112270.

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This article engages with the resistance against the global erosion of seed diversity following the modernization and industrialization of agriculture over the 20th century. This resistance spans from local farming communities that preserve and safeguard traditional landraces to international movements which oppose proprietary seed regulations and promote free sharing of seeds. The article focuses on the latter and presents a study of the open source seed movement: an initiative to apply strategies from the open source software movement to ensure the free circulation of seeds. The erosion of seed diversity can be seen not only as a loss of genetic diversity but also a memory loss where traditional, collective knowledge about how to grow certain landraces is forgotten. Consequently, the open source seed movement is not only about saving seeds but also about preserving and revitalizing local and traditional ecological knowledge against privatization and enclosure through intellectual property rights. The aim of this article is, thus, to analyze the open source seed movement as an act of revitalization in relation to intellectual property rights and in the context of information politics.

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11

Blais, Christine. "Concept Mapping of Movement-Related Knowledge." Perceptual and Motor Skills 76, no. 3 (June 1993): 767–74. http://dx.doi.org/10.2466/pms.1993.76.3.767.

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Concept mapping was developed by Novak and Gowin in 1984 as a technique to examine an individual's knowledge-base in a given domain. In the motor domain, however, with a heavy emphasis on automated and tacit knowledge there may not be a base of information which can be verbally reported. 52 subjects with similar academic backgrounds were asked to explain all they knew about the concept of movement, and these reports were transcribed and assessed by four judges. Subjects also completed a pattern-recognition task related to procedural knowledge for movement. Over-all, the judges were able to identify a clear hierarchy in the levels of movement-related knowledge, suggesting that this technique may be useful in research on movement. However, this declarative knowledge appeared to be distinct from associated procedural knowledge, supporting Anderson's (1982) theory and the need for several tools to provide a more complete reflection of the knowledge base in a particular domain.

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12

Espay, Alberto J., Alfonso Fasano, Francesca Morgante, and Giovanni Abbruzzese. "Bridging knowledge gaps in movement disorders." Basal Ganglia 2, no. 4 (December 2012): 165. http://dx.doi.org/10.1016/j.baga.2012.10.003.

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13

Stuhl, Andrew. "Cold places: movement, knowledge, and time." Journal of Environmental Studies and Sciences 6, no. 4 (May 9, 2015): 779–82. http://dx.doi.org/10.1007/s13412-015-0260-x.

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14

Gillner, Sabine, and Hanspeter A. Mallot. "Navigation and Acquisition of Spatial Knowledge in a Virtual Maze." Journal of Cognitive Neuroscience 10, no. 4 (July 1998): 445–63. http://dx.doi.org/10.1162/089892998562861.

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Spatial behavior in humans and animals includes a wide variety of behavioral competences and makes use of a large number of sensory cues. Here we studied the ability of human subjects to search locations, to find shortcuts and novel paths, to estimate distances between remembered places, and to draw sketch maps of the explored environment; these competences are related to goal-independent memory of space, or cognitive maps. Information on spatial relations was restricted to two types: a visual motion sequence generated by simulated movements in a virtual maze and the subject's own movement decisions defining the path through the maze. Visual information was local (i.e., no global landmarks or compass information was provided). Other position and movement information (vestibular or proprioceptive) was excluded. The amount of visual information provided was varied over four experimental conditions. The results indicate that human subjects are able to learn a virtual maze from sequences of local views and movements. The information acquired is local, consisting of recognized positions and movement decisions associated to them. Although simple associations of this type can be shown to be present in some subjects, more complete configurational knowledge is acquired as well. The results are discussed in a view-based framework of navigation and the representation of spatial knowledge by means of a view graph.

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D, Didiharyono, and Besse Qur'ani. "Increasing Community Knowledge Through the Literacy Movement." To Maega | Jurnal Pengabdian Masyarakat 2, no. 1 (August 28, 2019): 17. http://dx.doi.org/10.35914/tomaega.v2i1.235.

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Literacy is an important human skill that depends on the ability and awareness to continue learning. Literacy is very closely related to reading activities and information is interpreted as information or news about something. Information literacy in principle aims to develop skills in understanding the information needed or information literacy both through print media and online media. Community service activities will be carried out activities to increase community knowledge through literacy culture. The main problem experienced by the community in general is the low ability of people to read and get good and correct sources of information and avoid hoax information. The steps for the implementation of community service activities carried out in this community service are training activities, provision of useful books for the community, and assistance. The material presented in the training includes (a) the delivery of basic literacy skills in improving reading, writing, numeracy, science, communication information technology (ICT), financial, and cultural & citizenship skills; (b) information literacy through the introduction of electronic sources (technology), critical thinking, problem solving, communication and synthesis; (c) strategies for selecting correct information and stating the source accurately and avoiding hoax information or false information that contains defamation and blasphemy; and (d) motivation for students to have a sense of caring for the surrounding environment. The results of community service can be concluded that the increase in community knowledge through literacy culture is done through the delivery of training materials, the provision of books that are beneficial to the community, and mentoring activities. As a recommendations for further community service activities is focused on fostering students dropping out of school, dropping out of elementary school, dropping out of middle school, and dropping out of high school through literacy culture based on the identification of problems previously carried out.

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16

Niesz, Tricia. "Social Movement Knowledge and Anthropology of Education." Anthropology & Education Quarterly 50, no. 2 (February 17, 2019): 223–34. http://dx.doi.org/10.1111/aeq.12286.

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17

Rump, Jacob. "Knowledge, Temporality, and the Movement of History." Research in Phenomenology 44, no. 3 (October 9, 2014): 441–52. http://dx.doi.org/10.1163/15691640-12341298.

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18

Jamison, Andrew. "Climate change knowledge and social movement theory." Wiley Interdisciplinary Reviews: Climate Change 1, no. 6 (November 2010): 811–23. http://dx.doi.org/10.1002/wcc.88.

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19

Escobar, Arturo. "Whose Knowledge, Whose nature? Biodiversity, Conservation, and the Political Ecology of Social Movements." Journal of Political Ecology 5, no. 1 (December 1, 1998): 53. http://dx.doi.org/10.2458/v5i1.21397.

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This paper proposes a framework for rethinking the conservation and appropriation of biological diversity from the perspective of social movements. It argues that biodiversity, although with concrete biophysical referents, is a discourse of recent origin. This discourse fosters a complex network of diverse actors, from international organizations and NGOs to local communities and social movements. Four views of biodiversity produced by this network (centered on global resource management, national sovereignity, biodemocracy, and cultural autonomy, respectively) are discussed in the first part of the paper. The second part focuses on the cultural autonomy perspective developed by social movements. It examines in detail the rise and development of the social movement of black communities in the Pacific rainforest region of Colombia. This movement, it is argued, articulates through their practice an entire political ecology of sustainability and conservation. The main elements of this political ecology are discussed and presented as a viable alternative to dominant frameworks.Key words: political ecology, social movements, rainforest, biodiversity,afrocolombians, global networks.

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Donovan, Joan. "Toward a Militant Ethnography of Infrastructure: Cybercartographies of Order, Scale, and Scope across the Occupy Movement." Journal of Contemporary Ethnography 48, no. 4 (August 29, 2018): 482–509. http://dx.doi.org/10.1177/0891241618792311.

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Taking networked social movements as a fieldsite, I chart how the Occupy Movement transformed as activists turned to building infrastructure as a mode of political participation. Critically, infrastructure is not simply a feature of networked social movements, but forms its core capacities. Integrating insights from militant ethnography with STS research on infrastructure studies, I illustrate how to use these methods to render visible the infrastructure of networked social movements. Because militant research projects and STS scholarship have a dual role of making knowledge about as well as knowledge for participants, examining the epistemological foundations of social movement research requires understanding the researcher’s purpose for participating and, then, operationalizing their knowledge. To illustrate this, I introduce cybercartography, a theory/methods package, for mapping organizational change in order, scale, and scope across networked social movements. As such, cybercartography bridges academic knowledge production with activists’ goals to organize action.

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21

Nyberg, Gunn, and Hakan Larsson. "Physical Education Teachers’ Content Knowledge of Movement Capability." Journal of Teaching in Physical Education 36, no. 1 (January 2017): 61–69. http://dx.doi.org/10.1123/jtpe.2015-0180.

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The purpose of this article is to explore physical education (PE) teachers’ content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline the different ways of conceptualizing movement capability. Five different ways of conceptualizing movement capability were identified, which indicates the complexity of the concept movement capability. However, the result also provides a structure for developing a systematic and structured way of conceiving movement capability. In this study we have highlighted a multifaceted, nuanced and differentiated picture of movement capability to see moving as educationally valuable. We conclude by emphasizing that movement capability should not be restricted to only its constitutive parts as teachers’ plan PE teaching, but should be approached as a whole.

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22

Martin, Brian. "The Dynamics of Nonviolence Knowledge*." Mobilization: An International Quarterly 20, no. 4 (December 1, 2015): 533–45. http://dx.doi.org/10.17813/1086-671x-20-4-533.

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Nonviolent action, despite its widespread use and successes, has received relatively little scholarly attention and financial support compared to military research and studies of conventional politics. Understanding the direction and content of knowledge about nonviolence is a project in the tradition of the sociology of knowledge that can help explain why the study of nonviolence has been marginalized, why misconceptions about it persist, why so much research in the area has been oriented to challenging regimes, and how nonviolence researchers are connected to nonviolence practice. This investigation leads to some suggestions for social movement scholars, in particular the value of studying agency and strategy, and the possibility of gaining insight by being involved in the movements being studied.

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Hoffmann, Errol R., Alan H. S. Chan, and P. T. Heung. "Head Rotation Movement Times." Human Factors: The Journal of the Human Factors and Ergonomics Society 59, no. 6 (March 24, 2017): 986–94. http://dx.doi.org/10.1177/0018720817701000.

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Objective: The aim of this study was to measure head rotation movement times in a Fitts’ paradigm and to investigate the transition region from ballistic movements to visually controlled movements as the task index of difficulty (ID) increases. Background: For head rotation, there are gaps in the knowledge of the effects of movement amplitude and task difficulty around the critical transition region from ballistic movements to visually controlled movements. Method: Under the conditions of 11 ID values (from 1.0 to 6.0) and five movement amplitudes (20° to 60°), participants performed a head rotation task, and movement times were measured. Results: Both the movement amplitude and task difficulty have effects on movement times at low IDs, but movement times are dependent only on ID at higher ID values. Movement times of participants are higher than for arm/hand movements, for both ballistic and visually controlled movements. The information-processing rate of head rotational movements, at high ID values, is about half that of arm movements. Conclusion: As an input mode, head rotations are not as efficient as the arm system either in ability to use rapid ballistic movements or in the rate at which information may be processed. Application: The data of this study add to those in the review of Hoffmann for the critical IDs of different body motions. The data also allow design for the best arrangement of display that is under the design constraints of limited display area and difficulty of head-controlled movements in a data-inputting task.

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Wong, Aaron L., Martin A. Lindquist, Adrian M. Haith, and John W. Krakauer. "Explicit knowledge enhances motor vigor and performance: motivation versus practice in sequence tasks." Journal of Neurophysiology 114, no. 1 (July 2015): 219–32. http://dx.doi.org/10.1152/jn.00218.2015.

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Motor skill learning involves a practice-induced improvement in the speed and/or accuracy of a discrete movement. It is often thought that paradigms involving repetitive practice of discrete movements performed in a fixed sequence result in a further enhancement of skill beyond practice of the individual movements in a random order. Sequence-specific performance improvements could, however, arise without practice as a result of knowledge of the sequence order; knowledge could operate by either enabling advanced motor planning of the known sequence elements or by increasing overall motivation. Here, we examined how knowledge and practice contribute to performance of a sequence of movements. We found that explicit knowledge provided through instruction produced practice-independent improvements in reaction time and execution quality. These performance improvements occurred even for random elements within a partially known sequence, indicative of a general motivational effect rather than a sequence-specific effect of advanced planning. This motivational effect suggests that knowledge influences performance in a manner analogous to reward. Additionally, practice led to similar improvements in execution quality for both known and random sequences. The lack of interaction between knowledge and practice suggests that any skill acquisition occurring during discrete sequence tasks arises solely from practice of the individual movement elements, independent of their order. We conclude that performance improvements in discrete sequence tasks arise from the combination of knowledge-based motivation and sequence-independent practice; investigating this interplay between cognition and movement may facilitate a greater understanding of the acquisition of skilled behavior.

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Monteiro, Beany Guimarães. "DESIGN AND SOCIAL INNOVATION: RESEARCH ON THE INTERACTIONS BETWEEN SOCIAL ACTORS AND OBJECTS DESIGNED IN EMANCIPATOR PROCESS TO GENERATE AUTONOMOUS KNOWLEDGE IN DESIGN." MIX Sustentável 3, no. 4 (December 18, 2017): 173–78. http://dx.doi.org/10.29183/2447-3073.mix2017.v3.n4.173-178.

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Traditionally Design research begins with a double movement: in one movement, there is the theoretical knowledge to enlarge and consolidate our professional working practice, and in the other movement, there is the research through design from a practical intervention, which is, in turn, reinterpreted in the Design theoretical knowledge field. These two movements, reciprocal and asymmetric, lead us to reflect about our vocation and talents, concerning ourselves as designers and our activities in contemporary Design. In this way, a new research quality through design should be considered: one that predicts the construction of autonomous knowledge in relation to the traditional aforementioned movements. On the other hand, dealing with Design practice brings us to face the question of the planet’s sustainability. Considering most products nowadays are not ecologically sustainable, we need to understand how product design may contribute to this issue. Since knowledge is materialized in products, we can magnify and value the qualities of such products towards the results we expect with our projects. Designers must create a bridge between the external and internal conditions that enable change through local experiences, presenting innovative knowledge and possibilities.

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Prasad, Shambu C., and Mathieu Quet. "Creative Dissent in India: Knowledge Swaraj and the People’s Health Movement." Engaging Science, Technology, and Society 8, no. 1 (May 31, 2022): 87–104. http://dx.doi.org/10.17351/ests2022.471.

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There is an increasing interest among STS scholars to go beyond public understanding of science to look at the role of social movements in shaping alternate science and exploring the role of scientific dissent and the reconfiguration of the relations between scientists and citizens. The increasing popularity of citizen science that seeks to reengage the public in science needs to be situated within broader social movements that have argued for more conversations on science and democracy. This paper explores the idea of scientific dissent in India within a rich and vibrant tradition of People’s Science Movement(s). We suggest that the dominance of the technoscientific elite has been countered in part through creative dissent by citizens and scientists working together in envisioning knowledge futures. Specifically, a citizen’s manifesto—Knowledge Swaraj, is examined for its potential to present a frame for science in civil society rooted around the principles of plurality, sustainability, and justice that could reclaim the citizen’s autonomy or ‘self-rule’. Through the case study of the knowledge created by the People’s Health Movement (PHM) in India from 1976–1990, we show how creative dissent has enabled multiple conversations about science, medicine, and democracy that both critique dominant state and market narratives and presents an alternative through dissenting scientists.

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Watkins Liu, Callie. "The Anti-oppressive Value of Critical Race Theory and Intersectionality in Social Movement Study." Sociology of Race and Ethnicity 4, no. 3 (December 4, 2017): 306–21. http://dx.doi.org/10.1177/2332649217743771.

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Social movements can be important mechanisms of social change for vulnerable populations as the formal mechanisms of policy and legislation tend to be in the hands of the powerful in society. Academic scholarship can play an important role in challenging or reinforcing social power dynamics. This reality makes it important to critically interrogate social movement knowledge production and use anti-oppressive frameworks for social movement scholarship. Sociology has contributed greatly to social movement literature, and the American Sociological Association (ASA), especially the section of Collective Behavior and Social Movements (CBSM), is a central site of academic credibility and scholarship. This examination draws on critical race theory and intersectionality to analyze 10 years of award-winning books from the CBSM, specifically recipients of the Charles Tilly Award for Best Book. These books are prominently positioned with respect to the production of knowledge, as well as the study of social movements. This analysis shows the absence of critical race theory and intersectionality in core of social movement scholarship and identifies a pattern of erasure and marginalization of vulnerable populations in the award-winning books.

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Coy, Patrick G., Lynne M. Woehrle, and Gregory M. Maney. "A Typology of Oppositional Knowledge: Democracy and the U.S. Peace Movement." Sociological Research Online 13, no. 4 (July 2008): 82–96. http://dx.doi.org/10.5153/sro.1739.

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Institutionally privileged political discourses not only legitimate the policy agendas of power-holders, but also de-legitimate dissent. Oppositional discourses are social movement responses to these cultural obstacles to mass mobilisation. Integrating discourse analysis and framing theory, we argue that the production of oppositional knowledge constitutes a long-term, counter-hegemonic project that connects macro-level discourses with meso and micro-level efforts at political persuasion, mobilisation, and change. Drawing examples from statements issued by U.S. peace movement organisations (PMOs) over fifteen years, we map the production of oppositional discourses across five conflict periods. Using qualitative data analysis and both inductive and deductive theorising, we develop a typology of the U.S. peace movement's discourses on democracy. We show that four forms of oppositional knowledge were generated by PMOs to facilitate policy dialogue and accountability. Through their statements, peace movement organisations crafted a shared conception of democracy that is antithetical to military intervention abroad and political repression at home.

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Sheppard, A. H. C., L. J. Hecker, M. A. Edwards, and S. E. Nielsen. "Determining the influence of snow and temperature on the movement rates of wood bison (Bison bison athabascae)." Canadian Journal of Zoology 99, no. 6 (June 2021): 489–96. http://dx.doi.org/10.1139/cjz-2020-0280.

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Snow is understood to limit wildlife movements, often being the most important determinant of winter movement for animals in the boreal forest. However, the combined effect of snow and temperature on the movement ecology of animals at high latitudes is less understood. Here, we used GPS-collar data from a small population of wood bison (Bison bison athabascae Rhoads, 1898) in northeastern Alberta, Canada, to develop a series of generalized additive mixed models characterizing the effect of cumulative snow depth, daily change in snow depth, and temperature on movement rates. Our most supported model included cumulative snow depth, temperature, and day of winter. Bison movements decreased in the first 75 days of winter during snow accumulation and dramatically increased in the final 14 days of winter during snow melt. Cumulative snow depth, not daily change in snow depth, reduced wood bison movement rates, and movement rates increased more rapidly in warmer temperatures than in temperatures below −6.4 °C. By quantifying both the direction and the magnitude of snow and temperature’s effects on bison movement, our study fills critical knowledge gaps relating to the winter movement ecology of wood bison and contributes to a growing body of knowledge informing their conservation in the Anthropocene.

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Dounskaia, N., and G. E. Stelmach. "Movement planning and movement execution: What is in between?" Behavioral and Brain Sciences 24, no. 1 (February 2001): 41–42. http://dx.doi.org/10.1017/s0140525x01263912.

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Although the model proposed by Thelen and co-authors provides a detailed explanation for the processes underlying reaching, many aspects of it are highly speculative. One of the reasons for this is our lack of knowledge about transformation of a hand movement plan into joint movements. The leading joint hypothesis (LJH) allows us to partially fill in this gap. The LJH offers a possible explanation for the formation of movement and how it may be represented in memory. Our explanation converges with the dynamic model described in the target article.

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31

Rovegno, Inez, Weiyun Chen, and John Todorovich. "Accomplished Teachers’ Pedagogical Content Knowledge of Teaching Dribbling to Third Grade Children." Journal of Teaching in Physical Education 22, no. 4 (July 2003): 426–49. http://dx.doi.org/10.1123/jtpe.22.4.426.

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The purpose of this study was to describe four accomplished teachers’ enacted pedagogical content knowledge of teaching hand dribbling to third grade children. We aimed to investigate and make accessible the knowledge and wisdom of practicing teachers. We videotaped three sequential lessons of each teacher and conducted formal and informal interviews. Three themes emerged from a grounded analysis of the data: (a) approaching dribbling content as a network of connected movements and tactics, (b) refining movement patterns based on knowledge initially acquired in younger grades, and (c) teaching the cognitive processes (learning orientation, self-regulation, movement and tactical analysis and critique, and making decisions) embedded in and relevant to lesson dribbling activities.

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Jun, Mi, and Shan Xi. "The Research on Knowledge Field and Movement Mechanism of Knowledge Field Theory." Journal of Applied Sciences 13, no. 18 (September 1, 2013): 3718–23. http://dx.doi.org/10.3923/jas.2013.3718.3723.

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Khramov, V., E. Shirshova, and E. Matova. "PROVIDING INFORMATION ABOUT MOVEMENT TECHNIQUE USING COGNITIVE VISUALIZATION." Human Sport Medicine 19, S1 (August 17, 2019): 99–105. http://dx.doi.org/10.14529/hsm19s113.

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Aim. The article deals with justifying the means of providing information about movement technique using cognitive visualization. Materials and methods. The following methods have been used for the study: the study and analysis of the psychological, pedagogical, and methodical literature; the synthesis of the advanced theory and practice of teaching movements; the synthesis of concepts and general provisions. Results. Cognitive visualization of educational information provides a better perception of complex knowledge. The principles of cognitive visualization can be effectively used in teaching movements to form in students a general idea about solving a movement task. The information about exercise technique in visual form implies the creation of such a mean which allows establishing key elements in the structure of the action studied (main positions, control movements, phases, cycles) and providing the students with information for a conscious and effective search for the most efficient movement. The effect of cognitive visualization is supposed to be achieved through the integration of the graphical elements into a video of the sports movement. One-hand throwing is used as an example of movement technique. Conclusion. Preparing the information about movement technique using cognitive visualization should be performed based on structured and visually treated information in dynamic form. The most optimal way of providing the knowledge on exercise technique is a video created with multimedia technologies.

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Heidemann, Kai A. "Pedagogies of Solidarity." Comparative Sociology 19, no. 3 (August 25, 2020): 335–62. http://dx.doi.org/10.1163/15691330-bja10014.

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Abstract Sociological scholarship on social movements has shed important light on the role of knowledge production for processes of collective action and mobilization. However, much of this research overlooks the question of how movement-based knowledge emerges from within institutionalized settings of formal education. Drawing on a qualitative case study, this article examines the repertoire of knowledge-building practices mobilized from within a state-based system of adult education in francophone Belgium. Building on social movement theory, it is shown how formalized sites of adult education can empower the presence of social movements in society when they adopt counter-hegemonic principles of popular education that allow them to act as free spaces which facilitate the construction of strategic capacities and collective identities.

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Hahn, Tomie, and J. Scott Jordan. "Anticipation and Embodied Knowledge: Observations of Enculturating Bodies." Journal of Cognitive Education and Psychology 13, no. 2 (2014): 272–84. http://dx.doi.org/10.1891/1945-8959.13.2.272.

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This article represents a collaborative integration of ethnographic techniques and cognitive neuroscience for examining the dynamics of the movement pedagogy that takes place within Japanese traditional dance. The goal is to examine the extent to which the notion of multiscale entrainment, a hallmark assumption of prospective cognition, can enhance our understanding of the movement pedagogy dynamics that emerge during a given pedagogical session and the larger timescale events that come to be learned over sessions (e.g., the student–teacher relationship, the multiple sessions needed to learn an entire dance, and the annual events associated with Japanese dance pedagogy). The analysis will examine the extent to which Japanese dance pedagogy entails embodied anticipation (i.e., movement learning that gives rise to later movement anticipation) and multiscale embodied anticipation (i.e., multiscale events that come to be recursively associated with movement planning and, as a result, appear in one’s later movement planning). In addition, we analyze the extent to which the Japanese dance studio can be conceptualized as an external scaffold that affords (a) a space for student–teacher interactions, (b) the long-term maintenance of a historical–cultural tradition, and (c) the pedagogically driven emergence of a rich phenomenal sense of belonging to something larger than the timescale of one’s immediate movement planning.

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Stojadinovic, Dragana, Tijana Cubric, Djuradj Milosevic, Bogdan Jovanovic, Jelena Corovic, Мomir Paunovic, and Jelka Crnobrnja-Isailovic. "Contribution to the knowledge of spatial movements of adult Hermann’s tortoises." Archives of Biological Sciences 69, no. 4 (2017): 671–77. http://dx.doi.org/10.2298/abs170217013s.

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We recorded the movements of adult Eastern Hermann?s tortoises (Testudo hermanni boettgeri) in a local population situated in a complex forested habitat system. The average total movement range size (TMRS) calculated over three consecutive years was 4.56 ha and 7.53 ha for males and females, respectively. The largest estimated TMRS of male and female tortoises was 27 ha and 90 ha, respectively. Six females and three males (or 9% and 4%, respectively, of the overall sample) had a movement range size (MRS) greater than 10 ha. Significant differences between male and female MRS were not detected. Body size had no influence on the MRS of individuals in the sample, except on the core movement range size (CMRS) in males. Although the collected data did not enable calculation of the home range in the studied population, the results indicate that the calculated average TMRS of local Hermann tortoises is larger than the average home range in some other populations. Therefore, in the absence of information on the home range size of local adult tortoises, the MRS could be a suitable alternative for planning local species reserves.

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Wong, Pak Nung. "Open Science, Bandung and Ezekiel: crafting a transnational knowledge space towards the brave new world." Bandung: Journal of the Global South 4, no. 1 (November 7, 2017): 1–18. http://dx.doi.org/10.1186/s40728-017-0043-8.

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To explore a new de-colonial option for the global future, this article grapples with three movements of our time: the ‘Open Science’ movement, the 1955 African-Asian conference and the Non-Aligned Movement, and the post-exilic prophetic movement of the Abrahamic religions. It explores an alternative intellectual project which will facilitate new research agendas and publication directions that will simultaneously speaks to the three wider audience of the present-day world: the sciences, the Global South and the Abrahamic religious traditions. My objective is to delineate a theological, geopolitical and anthropological exposition as an ethical anchorage for the present Bandung project to steadily move towards the Open Science era. I will argue for Ezekiel’s prophetic model as a plausible de-colonial option for crafting the transnational open knowledge space.

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Rowe, Sharon Māhealani. "We Dance for Knowledge." Dance Research Journal 40, no. 1 (2008): 31–44. http://dx.doi.org/10.1017/s0149767700001352.

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Every year, for hundreds of thousands of tourists, seeing “real Hawaiian hula” in a hotel or in a packaged lū'au setting is standard fare. Commonplace too is receiving one's introduction to hula through any of the many competitions that take place annually in Hawai'i and, with increasing frequency, throughout the world. Still others find hula marketed for its exercise benefits, peddled as the latest fitness fad in gyms and malls across the country. But is hula the allure of exotic dancers evoking prurient responses from tourists, one moment tantalized by undulating hips only to be teasingly chastised the next to “keep your eyes on the hands”? Is it the crisp, impeccably synchronized movement danced before panels of judges at the several hula competitions that mark the year for many hula hālau? Is hula the movement, the meaning conveyed through the movement, or the full context out of which movement casts itself into an art form that inspires passion and perpetuates a traditional way of living?For Mary Kawena Pukui, credited with helping to bring the rich traditional context of hula into the present, hula is “a general name for many types of Hawaiian folk dances” (1942/1980, 70). Pukui's laconic description says everything, and nothing. Everything because hula is the unique dance of the Hawaiian people. Everything because despite the homogenizing influence of hula competition, which has brought only a limited range of the vast hula repertoire to the public's attention over the past thirty-five years, hula encompasses many different styles and types of dances. But it says nothing because hula simply cannot be reduced to Hawaiian folk dance. Hula is a moving encyclopedia inscribed into the sinews and postures of dancers' bodies. It carries forward the social and natural history, the religious beliefs, the philosophy, the literature, and the scientific knowledge of the Hawaiian people.

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39

Craddock, H. L., and C. C. Youngson. "Eruptive tooth movement — the current state of knowledge." British Dental Journal 197, no. 7 (October 2004): 385–91. http://dx.doi.org/10.1038/sj.bdj.4811712.

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40

Rothe, Katja. "Economy of Human Movement: Performances of economic knowledge." Performance Research 17, no. 6 (December 2012): 32–39. http://dx.doi.org/10.1080/13528165.2013.775756.

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41

Barter, Nick. "Being Alive – Essays on Movement, Knowledge and Description." Social and Environmental Accountability Journal 33, no. 1 (April 2013): 63–65. http://dx.doi.org/10.1080/0969160x.2013.766424.

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42

Arnold, Peter J. "Education, Movement, and the Rationality of Practical Knowledge." Quest 40, no. 2 (August 1988): 115–25. http://dx.doi.org/10.1080/00336297.1988.10483893.

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43

Féaux de la Croix, Jeanne. "Being Alive: Essays on Movement, Knowledge and Description." Ethnos 79, no. 3 (November 27, 2012): 438–40. http://dx.doi.org/10.1080/00141844.2012.678271.

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44

Puentes, John, Mireille Garreau, Hervé Lebreton, and Christian Roux. "Understanding coronary artery movement: a knowledge-based approach." Artificial Intelligence in Medicine 13, no. 3 (July 1998): 207–37. http://dx.doi.org/10.1016/s0933-3657(98)00031-1.

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45

Cole, Michael J., Jacek Gwizdka, Chang Liu, Nicholas J. Belkin, and Xiangmin Zhang. "Inferring user knowledge level from eye movement patterns." Information Processing & Management 49, no. 5 (September 2013): 1075–91. http://dx.doi.org/10.1016/j.ipm.2012.08.004.

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Vandenberghe, Antoine, and Gilles Vannuscorps. "Knowledge of other’s biomechanical constraints shapes movement perception." Journal of Vision 23, no. 9 (August 1, 2023): 4866. http://dx.doi.org/10.1167/jov.23.9.4866.

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Kuhlmann, Annette. "Four Hills of Life: Northern Arapaho Knowledge and Life Movement.:Four Hills of Life: Northern Arapaho Knowledge and Life Movement." American Anthropologist 105, no. 2 (June 2003): 382. http://dx.doi.org/10.1525/aa.2003.105.2.382.

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M. Ikhsan Nawawi. "Islamic Intellectual Movement Patterns." Jurnal Ilmiah Edukatif 9, no. 1 (June 30, 2023): 36–48. http://dx.doi.org/10.37567/jie.v9i1.2338.

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The occurrence of cultural contact between the West and East awakens Muslims, depending on the problems that arise and are faced by the intellects in a country, so that the forms of scientific movement patterns that can not be respected from social, economic, and social backgrounds. politics and religion that surrounds it. Its role globally is recorded neatly in gold ink in many pages of history. Under Islamic control, his views on ideological independence and his attitude towards the rules of life were very clear, which was marked by syumuliah (universality) because he was indeed handed down as a living system. The long journey of intellectuals and works that have been carved by Indonesian scholars is an invaluable source of information in exploring their thinking models when facing the development of the situation and the demands of their times. It seems interesting to examine the implications of their thinking on the dynamics of contemporary Islamic thought and modernization. Most of them have created educational models that are unique and interesting and remain relevant at all times. How do the scholars who have specialized themselves to study and teach their knowledge, have a high enthusiasm to continue the legacy of the Prophets to all Muslims without knowing the territorial boundaries. The love of knowledge, the struggle to gain knowledge, and their preservation of knowledge are exemplary for Muslims today. On knowledge is also able to deliver to become a great figure throughout the ages who leave traces (atsar) that are good for the next generation. This paper seeks to explore the patterns used by Muslim intellectuals in the history of Islam of the various movements used in facing challenges.

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Bobick, Aaron F. "Movement, activity and action: the role of knowledge in the perception of motion." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 352, no. 1358 (August 29, 1997): 1257–65. http://dx.doi.org/10.1098/rstb.1997.0108.

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This paper presents several approaches to the machine perception of motion and discusses the role and levels of knowledge in each. In particular, different techniques of motion understanding as focusing on one of movement, activity or action are described. Movements are the most atomic primitives, requiring no contextual or sequence knowledge to be recognized; movement is often addressed using either view–invariant or view–specific geometric techniques. Activity refers to sequences of movements or states, where the only real knowledge required is the statistics of the sequence; much of the recent work in gesture understanding falls within this category of motion perception. Finally, actions are larger–scale events, which typically include interaction with the environment and causal relationships; action understanding straddles the grey division between perception and cognition, computer vision and artificial intelligence. These levels are illustrated with examples drawn mostly from the group's work in understanding motion in video imagery. It is argued that the utility of such a division is that it makes explicit the representational competencies and manipulations necessary for perception.

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Johan, Mhd, Winda Evyanto, Gaguk Rudianto, Robby Satria, Zia Hisni Mubarak, and Yunisa Oktavia. "TEKNIK BERTUTUR DALAM MENYAMPAIKAN PESAN PADA LATIHAN KIHON KARATE DI DOJO RAUDHATUL JANNAH." PUAN INDONESIA 4, no. 2 (January 12, 2023): 233–40. http://dx.doi.org/10.37296/jpi.v4i2.128.

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Kihon or basic movements are what every karate-ka must learn in practice. This basic movement is a movement where a karateka can start other movements. The purpose of this research is to improve the performance of junior athletes. If the basic movements cannot be carried out properly and correctly, it will have an impact on other movements. If the message to be conveyed is not clear, the students cannot carry out the movement properly. Therefore, a coach must have knowledge in conveying language to his students. The method used in this exercise is the trainer demonstrating basic movements in accordance with basic of the karate standards. Therefore, the coach must be able to communicate with kohai properly and correctly. In addition to linguistics, the trainer must also provide examples of good movement as well. In this exercise the trainer still finds movements that are not adequate in practice, so they need to be corrected and practiced regularly.

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