Hindustani Dhrupad Vocal Music Pedagogy: An Ethnographic Contribution to the Digital Turn

PurposeThis study aims to develop an original conceptual framework to guide research into knowledge transmission between professional external knowledge providers and their business clientele. As such, the framework aims to bridge a gap between theory and practice by explicating the processes which affect knowledge transmission and the conversion of knowledge for business application (i.e. knowledge transference).Design/methodology/approachKey concepts from disciplines of knowledge management, information management, communications, services marketing and business advice are reviewed and integrated into the development of this framework. Underpinned by a critical realist philosophical lens, it provides a robust research guide for examining business advisor knowledge actions in a changing open environment.FindingsThis study identifies that the process of knowledge transmission from a source external to a business is more complex than internal knowledge sharing. It addresses this complexity through a knowledge transmission framework, in a research design that is applicable to any methodological paradigm. Real-world application is identified in its applicability for evaluating mechanisms to facilitate knowledge transmission practices of external advisors to small business in regionally isolated communities.Research limitations/implicationsThe critical realist research methodology allows for causality in knowledge transmission to emerge; however, no assertion is made that the conceptual framework developed needs any particular philosophical paradigm for its application. Instead, what is asserted is that the research framework developed in this paper is specifically suited to the characteristics of external knowledge providers, their tacit knowledge and the businesses they service.Originality/valueThis study reconceptualises various theoretical perspectives and develops a sequential process for addressing a research lacuna by specifically examining the processes (or connections) between external business advisor’s knowledge and their advisory actions. With these processes clearly established, the role of external knowledge providers, as knowledge transmitters, deepens the understanding of knowledge transference that up until now has focused typically on internal organisation aspects.

أهداف البحث: الكشف عن قطعة ضائعة من الصورة القائمة حاليًا حول مجريات مجالس العلم في العصور الإسلامية، وذلك من خلال تحقيق مخطوطة نادرة فيها أوراق السماع لسنن الدارقطني (ت 385هـ/995م)، وأوراق سماع المجلس الأول من كتاب النسب للزبير بن بكار (ت 256هـ/870م)، وورقة سامعي جزء فيه من حديث داود بن رشيد (ت 239هـ/853م). يُضاف إلى ذلك مناقشة كاتبها وما الذي يميزه عن كاتب الأسماء في طباق السماع، وما الفرق بين أوراق السماع وطباق السماع، وما الغاية منها؟ منهج الدراسة: تستند الدراسة إلى نوع جديد من الوثائق التي تمَّ إنتاجها خلال مجالس العلم، وتمَّ تحقيقها ومقارنتها بوثائق أخرى شبيهة أنتجت في الظروف نفسها؛ مما سمح بفهم المنطق الوثائقي والوظيفي لهذه الوثائق. النتائج: إنَّ نشر المخطوطة ودراستها أكملَ فهم طبيعةَ مجالس العلم، وبالتالي يُناقش المقال وجود نوعٍ وثائقي جديد غير معروف حتى الآن، يختلف بشكل واضح عن طباق السّماع، ويشكل مرحلة مبكرة من مجريات العملية التعليمية. أصالة البحث: أوراق السماع نوع خاص من المخطوطات العربية الإسلامية لم يُدرَّس قبل، ونشر النموذج الوحيد المعروف منها حتى الآن، ودراسته تُضيف مصادر أولية جديدة تمامًا إلى مجالنا، والأهم زادت من فهم آلية سير الحركة العلمية في البلدان العربية خلال العصور الإسلامية.

The transmission of generational knowledge in Alaska Native communities has been disrupted by colonization and led to declining health among Alaska Natives, as evidenced by the loss of knowledge regarding traditional foods and foodways and increasing rates of cardiometabolic disorders impacting Alaska Natives. Elders play a central role in passing down this generational knowledge, but emerging Elders may have difficulty in stepping into their roles as Elders due to the rapid social and cultural changes impacting their communities. The Center for Alaska Native Health Research (CANHR) and the Denakkanaaga Elders Program are partnering with the Center for Indigenous Innovation and Health Equity to uplift and support traditional food knowledge and practices to promote health in Alaska Native communities. Guided by a decolonizing and Indigenizing framework, researchers at CANHR are working with Athabascan Elders in the Interior of Alaska to strengthen and protect the intergenerational transmission of cultural knowledge and practices for emerging Elders. This community-academic partnership will implement and evaluate an Elders Mentoring Elders Camp to focus on repairing and nurturing relationships through the practice and preservation of cultural knowledge and practices, including traditional foodways. This initiative contributes to the intergenerational transmission of knowledge, which is necessary to keep culture alive and thriving.

Approaches to the History of Privacy in Knowledge-Making natália da silva perez, erasmus university rotterdam, netherlands natacha klein käfer, university of copenhagen, denmark W e tend to associate knowledge with the mind, the intellect, or the brain, but much of what we come to know starts with concrete engagements with the world. Experimentation, rehearsal, repetition, habit formation-all of these are intrinsic to getting to know something, and getting to know it well. Because it often involves trial and error, knowledge development is done more comfortably in private, where the knowledge-maker remains unobserved while learning or developing something new. Even when practices of knowledge-making achieve a stage where they require social engagement, there might still be a concern for maintaining a certain level of privacy. Groups create strategies to confine the spreading of their techniques. Masters and apprentices share their knowledge under strict rules of the trade. Cooks conceal key ingredients from the tasters of their delicacies, and basically every grandparent is the know: a journal on the formation of knowledge, volume 7, number 1, spring 2023.

To demarginalize Africa and the Third World with regard to knowledge as well as in all other respects, to ensure ... that the margin be no longer margin but part and parcel of a multi-faceted whole, a centre of decision among other centres of decision, an autonomous centre of production among others, such is today a major task. But such appropriation by the periphery of all the useful knowledge supposes further, a conscious effort towards a critical but resolute re-appropriation of one's own practical and cognitive heritage, a negation of the marginality of one's endogenous knowledge and know-how, and a re-insertion of the 'traditional' into a living tradition that looks out to the future. (Hountondji 1997: 36) Paulin Hountondji's demands for the study of knowledge in Africa offer a suitable starting point for the theme of this special issue. His words flag up points of practical engagement and sketch a desirable perspective of Africa as a self-confident, forward-looking centre of knowledge production. This special issue contributes towards this endeavour by presenting empirically grounded case studies of 'knowledge in practice'. More specifically, the articles illustrate the construction and exercise of 'expertise' in numerous settings, and reflect theoretically upon the criteria by which expert knowledge is judged and the social processes of its validation. While the articles are analytical (rather than political), they respond to Hountondji's challenges by providing focused discussions on Africa's diverse 'practical and cognitive heritage'. They investigate the ways in which expertise and the transmission of knowledge are part of meaningful living traditions, grounded in everyday life and connected to the wider world. Notably, the epigraph is taken from Hountondji's introduction to a volume on 'endogenous knowledge' (1) that progressively explores the relations between Africa's longstanding traditions of science and literacy with its ever-present traditions of orality and myth. In contrast to Hountondji's earlier stance (see Hountondji 1996), the African researchers do not reinforce polarity and opposition, but instead testify to the complementary roles of orality and literacy in the transmission of knowledge. More recent scholarship has endorsed this view, showing that, in Africa and elsewhere, orality and speech performance interact with literacy and literary skills in more dynamic ways than was commonly assumed (Furniss 2004; Finnegan 2007; Barber 2007a). Even if the so-called 'great divide' between literate and non-literate communities persists in some grand (and rather abstract) social-historical narratives of 'civilization', in actual practice everywhere, speech forms the basis for rhetorical skills. Orality continues to be fundamental to the production and communication of knowledge in all societies, and nowhere has it been simply replaced by literacy. (2) Indeed, neither politics, nor religion, nor intellectual progress can be realized, or imagined, without the direct 'interaction rituals' of face-to-face dialogue (on the latter, see Collins 1998: Chapter 1). The function of language, whether spoken or written, is duly recognized as pivotal to any knowledge economy; (3) but the acting body, too, is integral to the formation, acquisition, expression and continual transformation of knowledge (Marchand 2007). Though propositional and embodied forms of knowledge differ in significant ways (in terms of the cognitive apparatuses that give rise to them and their respective modes of expression), they are nevertheless mutually constitutive and cannot be isolated, one from the other, in studying 'expert' performance or knowledge transmission. Marcel Mauss's seminal contribution (1934) to our understanding of the body as a nexus of social and cultural knowledge, technical skill and habitual activity was most famously elaborated by Bourdieu (1977). Merleau-Ponty's phenomenological studies of the senses and perception likewise designated the body as the locus of human knowledge and experience (1962). …

Music information retrieval is a worldwide current research area. Lot of work has been done in Western music and now many researchers have focused their attention towards Indian music. Indian music is typically categorized as North Indian classical music and South Indian classical music. This paper proposes a novel approach to feature selection for recognition of North Indian classical music. The results were examined by multi-SVM (Support Vector Machine) classifier. Features were extracted for 1200 audio files of six ragas, viz Pooriya Kalyan, Yaman, Bihag, Bageshri, Malkauns, and Lalit. All these ragas were played on musical instruments such as Sitar, Sarod, Santoor, and Flute. The novelty of this work is that the database includes all style of music files having low or high rhythm and in any scale. Due to modification in feature set; accuracy for some ragas was improved up to 92% but an overall improvement was observed for all ragas.

The study on the preservation and transmission of Lusheng knowledge in Qiandongnan Miao and Dong Autonomous Prefecture, Guizhou Province, China, yields important findings. It begins by detailing the traditional 6-pipe Lusheng’s production process, stressing its employment on numerous cultural occasions but its limited applicability for solo performances owing to its narrow tonal range. Throughout, regional differences in Lusheng scale configurations contribute to a variety of musical styles. Mr. Dong Dan Gan is a key figure in the growth of Lusheng instruments. It starts with the 8-pipe Lusheng, then moves on to the 11-pipe version, which expands tonal potential. Subsequent variations, such as the 12-pipe, 13-pipe, 14-pipe, 16-pipe, 19-pipe, and ground-breaking 18-pipe, 21-tone Lusheng, increased adaptability and melodic possibilities even more. Moreover, Lusheng has a wider tone range. These advancements accommodate varied musical traditions and help to preserve and disseminate Lusheng knowledge, strengthening the cultural legacy. And efforts have enhanced Lusheng music greatly, aiding its transmission and cultural continuation.

Musicians and listeners hear many aspects of contemporary North Indian classical vocal music as gendered: genres, improvisational techniques and even certain ornaments evoke gendered connotations. However, analytical work on this music has failed to take gender into account, so the relationship between gender and musical sound remains unexamined. In this article, I explore how issues of gender might come to bear on the close analysis of North Indian classical vocal music. First, I present an overview of the gendered musical landscape of the tradition. I then draw upon work by Judith Butler in order to theorise this in terms of what I call ‘sonic performativity’: I argue that North Indian classical musicians perform gender sonically and that this influences the subtlest nuances of musical style. Finally, I demonstrate ways in which considerations of gender inform the stylistic decisions of one singer, detailing how she negotiates gendered musical norms.

The constellation of actors and the communication of knowledge in the management of natural hazards in Switzerland Switzerland invests about CHF 2.9 billion a year in protection from natural hazards. In order to coordinate this protection and to plan strategies, the National Platform for Natural Hazards (Planat) has formulated a vision and a strategy for dealing with natural hazards with the purpose of implementing risk-based planning at a local level. This implementation process involves many protagonists as well as a great deal of expert knowledge and practical experience and it requires joint action. It can therefore be understood as a complex process of communication. Our research project goes into the questions of how this communication process works, which actors become involved and, at the end of the day, to what extent risk-based planning has already been implemented at a local level. In order to do this a transdisciplinary research approach was chosen. In this article we give an account of the results with regard to the constellation of actors. Whilst in general in communication analysis all three dimensions – contents, participants and sequence of events – are taken into consideration, we focussed in particular on the participants and in so doing investigated their roles and attitudes. The results of our qualitative survey demonstrate the interpretation of roles as well as the present constellation of actors in the management of natural hazards in Switzerland. The results confirm three findings: 1) that the transmission of knowledge is triggered off and fostered by exceptional occurrences and that 2) joint action and 3) the shared use of tools also lend their support to the transfer of knowledge.

Summary The study was conducted at the Centre Municipal Education Child (CMEI) Sinclair Phillips, located in the city of Vitoria / ES, in the quarter Caratoira. It is worth emphasizing the importance of believing in the potential and the knowledge that each child brings from an early age, because it is a development and be in full in terms of broadening their knowledge from the opportunities given to it, aiming to form a citizen critical. It is for the purchase of motor skills, promote health, cognitive development (intellectual), literacy and transmission of knowledge and culture / art historically constituted. The creativity and autonomy of the child always been the guiding objectives of the proposed work. He had the following objectives: to consolidate the Body of Culture Movement, working with social learning; provide social inclusion, developing the creativity; lead and supporting construction of autonomy; stimulate the initiative and diversity; provoke awareness of social rules; literacy; provide access the arts; articulate knowledge lived / worked in the school; chance rescue experiences of childhood, and transmit the culture children. The classes are not based in a single perspective, but allowed diverse forms of work, taking the child and its development as the focus of work. Another point of support was the adoption of Culture, Body Movement and Critical-emancipatory to develop intervention and that enabled a rich and varied work. The results are perceived in the day-to-day life of children, demonstrated by the actions of acceptance of others, recognition of the rules of coexistence, the materialization of learning: reading, writing and interpretation of some children's stories - this includes its production / living standalone of children, beyond access to culture and arts offered during the school year. Key Words: Children's Education, Physical Education, school practice, teaching.

This chapter explores how ethnography with musical listeners can illuminate relationships between music and time. While much existing scholarship equates musical temporalities with qualities of the ‘music itself’, this chapter addresses the need for research that considers the diverse ways listeners use music to engender experiences of time. Alaghband-Zadeh focuses here on rasikas, connoisseurs of North Indian classical music. She shows how rasikas construct and experience North Indian classical performances as sites of leisurely temporality: this is both an ethical practice, aligned with ideas of virtue, and also a means for rasikas to position themselves as set apart from a world they view as increasingly characterized by speed. Alaghband-Zadeh argues that music is a powerful temporal resource: a means through which people cultivate ways of inhabiting time. Moreover, the immediate temporalities of live performances contribute to the production of broader, public temporalities of modernity, changing social formations and imagined histories.

The mangrove ecosystems in Labuhan Kuris Village, Lape Subdistrict, Sumbawa Regency are degraded. The area of mangrove ecosystems is categorized as good; it has decreased, potentially impacting the decline in fisheries' productivity, global warming, and other effects. This community service activity aims to rehabilitate mangroves through education and mangrove planting. The stages of this activity include an initial survey of community knowledge (pre-test) regarding mangroves, education and discussion sessions (talk shows), mangrove planting, and monitoring and evaluation. Meanwhile, the target audience for this activity is adult community members. Interviews using questionnaires were conducted to assess the community's initial understanding of mangroves. An educational session on the roles of mangroves was conducted by providing materials and distributing stickers about the roles of mangroves, and sessions. An evaluation of understanding levels was performed through post-tests, while monitoring and evaluation were conducted using direct observation methods in the field. Post-test results showed that 88% of the target audience understand the function of mangroves, 96% stated that mangroves ' role is to protect fish and crabs, while only 60% answered that mangroves have roles in climate mitigation. The number of participants in the educational session was 50 people. The mangrove species planted was Rhizophora sp. On this occasion, 1000 mangrove seedlings were planted, and the number of community members involved in mangrove planting was 220. Monitoring and evaluation results indicated that some plants were damaged due to trampling by livestock. Thus, mitigation was done by fencing around the planting area. Overall, the community actively participated from the beginning to the end of the activities. This condition indicates that the community is highly concerned about mangrove management. However, community participation in mangrove management should be improved.

"This research thesis examines the establishment of Supported Playgroups in Schools (SPinS). The aim of the project was to examine SPinS as an under-researched area of early childhood education, involving parents, children and schools promoting children’s access to play. Children’s access to play is important because play in the early years is known to increase children’s later learning outcomes (Roberts, 2010). A sociocultural approach to this study was used to understand ways in which parents learn. This thesis explores parents’ participation in SPinS and the influence of this participation on parents’ perspectives of children’s play. The research was framed by one research question: What influence does participation in a SPinS have on parent perspectives of children’s play at home and in a playgroup setting? A key focus of the study understood the provision of SPinS to support parents to engage with their children during a play-based program, and how parent engagement in children’s play was transferred to the home. In Australia, many families attend playgroups in their local communities for the purpose of play and social engagement (Playgroup Victoria, 2012). These playgroups are self- managed and run by the parents attending. A key role of supported playgroups is to engage families in the community who do not attend community groups. These groups are funded by the State Government and employ a trained playgroup coordinator. The key focus is usually to deliver a service that supports the parent role and promotes children’s learning through play. This project reports on a new initiative of providing supported playgroups in local primary schools to establish and extend on partnerships between early years services, community organisations and parents. Research on supported playgroups is limited and much of the work in Australia has been conducted by only a few researchers (Matthews, 2009; McArthur et al, 2010 and Jackson, 2011b). The research conducted so far has been on supported playgroups, but not supported playgroups located in schools. Existing research suggests that parent support is a major component to improving educational outcomes of children by promoting quality Home Learning Environments and play-activities in the home (Sylva et al., 2014). Support for parents is achieved by providing access to “high quality learning environments that encourage parents to engage in conversations about children, children’s play and children’s development (Jackson, 2010, 2012). The research reported in this thesis therefore focussed on the influence participation in a Supported Playgroup in a School (SPinS) had on parents’ perspectives of children’s play at home and in the playgroup. This was to expand on existing research regarding supported playgroups and to also better understand if SPinS could be used as a parent support or intervention approach for promoting children’s play at home. To conduct the research informing this thesis I used a sociocultural framework that informed social interactions were vital to support learning through guided participation. Rogoff, Matusov and White (1996) investigated a model of learning where learning is described as a process of transformation of participation in sociocultural activities within communities rather than the transmission of knowledge. The focus of learning was parents’ perspectives on play in the home and the playgroup during their participation in SPinS. A sociocultural theoretical perspective explored the perspectives about play parents derived from their participation in SPinS and how they applied these perspectives in the home and at playgroup. A qualitative research design using a single case study methodology was employed in this research. This approach was well suited to the chosen epistemology because it allowed direct interaction with the participants and represented their views and perspectives. Focus groups were conducted at each of the primary school sites during a SPinS session. The participants were parents attending the SPinS with their children living in the local area. Purposive sampling was chosen for this study because it involved understanding the opinions of a predefined group or target population that was easily accessible. The data analysis was conducted using an inductive approach. This was because there was not pre-determined, well established research in the area of investigation. The purpose of inductive analysis is to allow research findings to be generated from significant themes in the raw data. This allows for the development of a model or theory for explaining the structure of experiences. (Thomas, 2003). The results suggested participation in SPinS positively influenced parents’ perspectives of play at home and in the playgroup. These perspectives included how they viewed play at home and at the playgroup. A third finding considered the importance of the social connections established by parents during their participation in the SPinS. This finding was consistent with existing research that shows that supported playgroups provide opportunities for families with children under five years old to learn new parenting skills, as well as building social networks (Jackson, 2011a). The primary outcomes reported by Hancock et al., (2011) suggest that playgroup participation improves children’s developmental outcomes, particularly disadvantaged children. The findings were used to propose a new model for educators to understand how parents learn about children’s play through supported playgroups. This new model was called The Cycle of Intent Engagement (Lambert, 2015). The Cycle of Intent Engagement Model (Lambert, 2015) was created from Rogoff’s (2003) theories on transformation of participation to show how parents’ perspectives of play were influenced by their participation in the SPinS. The Cycle of Intent Engagement Model (Lambert, 2015) focuses on empowering change through collaborative engagement. This investigation identified the necessity for further research into the way parents engage in their children’s play during SPinS and at home. Findings from this study may be used to inform early childhood professionals, families, schools and governments by expanding their awareness of the benefits associated with supporting families to participate in supported playgroups in the community, especially local primary schools."

The socialization of the use of Moringa leaf pudding as a complementary food for breast milk and nutrition to prevent stunting aims to evaluate the effectiveness of the socialization of the use of Moringa leaf pudding as an effort to increase nutritional consumption in target groups, for example, pregnant women and toddlers. This socialization was carried out through a knowledge transfer analysis method regarding the benefits of Moringa leaves and how to make pudding to increase people's creativity and be able to utilize one of the natural products as a healthy food product, apart from that it can influence the increase in vegetable consumption among the community. These findings identify that the use of Moringa leaf pudding is an effective strategy in increasing nutritional intake and food diversification. Therefore, the transmission of knowledge and practice in this socialization is an initiative and can be accepted by the community and has the potential to be further developed as a simple functional food product that is nutritious and easily affordable in the surrounding environment. Apart from improving the quality of people's creativity and healthy lifestyles in the daily environment, there are also the results of socialization that has been implemented specifically to prevent stunting, pregnant women and toddlers can increase cooperation and support the welfare of society in general. And also the results of this activity show an increase in community knowledge and can trigger the formation of micro, small and medium enterprises (MSMEs), based on local resources.

This paper presents a study of patterns in the distribution and transmission of medicinal plant knowledge in rural Andean communities in Peru and Bolivia. Interviews and freelisting exercises were conducted with 18 households at each study site. The amount of medicinal plant knowledge of households was compared in relation to their socioeconomic characteristics. Cluster analysis was applied to identify households that possessed similar knowledge. The different modes of knowledge transmission were also assessed. Our study shows that while the amount of plant knowledge is determined by individual motivation and experience, the type of knowledge is influenced by the community of residence, age, migratory activity, and market integration. Plant knowledge was equally transmitted vertically and horizontally, which indicates that it is first acquired within the family but then undergoes transformations as a result of subsequent contacts with other knowledge sources, including age peers.