Different Types Of Knowledge Research Articles

Institutionalizing co‐production diplomacy in contexts of long‐term epistemological conflict: A case study of cod fisheries governance

AbstractKnowledge co‐production is a collaborative approach to research that seeks to enable transformative societal change and improve outcomes in natural resource management and sustainable development. Instituting knowledge co‐production requires that researchers, decision‐makers, and stakeholders be willing to work together towards shared goals. In the context of fisheries management, co‐production represents a significant departure from the technocratic discourses and governance practices that have characterized decision‐making for decades. Moreover, some fisheries contexts have been plagued by persistent and seemingly intractable epistemological conflicts between stakeholders and decision‐makers. Such situations complicate the implementation of co‐production and raise questions about the extent to which researchers can achieve the aims of co‐production in situations of distrust, amenity, and entrenched positions. We use the case study of Northern Cod, a stock of Atlantic Cod (Gadus morhua) governance in Newfoundland and Labrador, Canada, a case of long‐standing conflict between the regulator, fishers, Indigenous peoples, and industry parties, to explore whether and how co‐production can enable collaborative research leading to “transformative societal change.” We find five factors complicating uptake of co‐production in the governance of Northern Cod: (i) competing perspectives exist regarding the relative worth of different types of knowledge; (ii) links between epistemic preferences and interests; (iii) barriers related to access and inclusion in governance spaces; (iv) barriers related to institutional design; and, (v) conflict‐ridden stakeholder relations. In a context of persistent epistemological conflict and distrust, we propose that knowledge co‐production focus on diplomacy through science with an aim to repair relationships rather than produce new knowledge that can serve as evidence in decision‐making as the primary goal of the co‐production process.

Teachers’ use of questions and the science/religion encounter: Basil Bernstein and the impossibility of the unthinkable

AbstractThis article examines the teaching of creation in a year six and a year three Religious Education (RE) class in schools in the south of England with a focus on the type and role of teacher questioning in relation to classroom discussions. The nature of knowledge, curriculum content and the relationship between RE and other subjects is currently under scrutiny and there is an ongoing debate about the negative effects of presenting science and religion as epistemically siloed. This paper presents an analysis of the way two teachers in two primary schools used questions to frame the relationship between science and religion where the aim was to minimise the polarisation of religion and science. Using Bernstein’s idea of the pedagogic device and the related notions of frame, classification and the unthinkable the analysis suggests that teachers employed both visible and invisible pedagogies that limited the diversity of ideas that were considered legitimate in discussions, and which therefore influenced the nature of pupil questions and responses. We suggest that despite attempts by both teachers to diminish the strong boundaries between different types of knowledge their use of questions serves to reinforce them.

The role of different types of knowledge and expertise in explaining recognition justice in flood defence and flood risk prevention

AbstractFlood risks worldwide are rising and it is increasingly recognised that the impacts of floods are not neutral. Socioeconomic and demographic characteristics determine people's capacity to deal with flood events. These differences in social vulnerability to floods need to be considered in flood risk management (FRM) to prevent the most vulnerable groups from being disproportionately impacted. However, due to a diversification of FRM strategies and the involvement of various policy domains, the experts working on FRM are no longer a homogeneous group. Where FRM was previously dominated by engineers, now various experts are involved that have different disciplinary backgrounds, knowledge bases and approaches to FRM. As a result, they also differ in their recognition of social vulnerability to floods. In this paper, we explore the different types of knowledge and expertise in FRM in three countries (England, Flanders and France), focussing on the strategies of flood defence and flood risk prevention. We characterise the epistemic communities supporting the domains and study to what extent experts differ in their recognition of social vulnerability to floods. We also dive into the mechanisms employed to stimulate integration between experts and consider the extent to which this integration can strengthen recognition justice.

Types of Knowledge in Post-Scientistic Society

At times of informational deluge, the man in the street is especially vulnerable to the harmful influence of media, to which not only closed groups of people sharing the same beliefs and views contribute but also bots and trolls spreading fake news in the form of conspiracy theories, misinformation, disinformation and propaganda. This audience without proper education and not reflecting on the information gained, can spread more information of this type. Scholars closed in their own reality, conceived of only their inerrancy not only are unable to support, but also are not conducive to the development of science. They also vilify people having different views and the representatives of other disciplines, which they consider inferior. This introduction presents the value of different types of knowledge, not only the scientific ones, and shows its importance for people who may not have other possibilities to learn and understand true science which indicates the meaning of knowledge, which is accessible for people without an academic education. Different types of knowledge, even the seemingly non-scientific type, are the basics for human development and learning. The key to this development, however, is teaching critical thinking. Essential for any change is also the proper choice of academic powers, appreciating and supporting researchers who really affect science, apart from the closed environment of faithful fanatics, and who are able to do science at a global level.

Acquisition integration capabilities and organizational design

Research has yet to explain how firms with acquisition experience can improve their success with acquisitions. With a multi-national sample, we study how acquisition experience can lead to integration capabilities that impact acquisition outcomes. We argue that different types of knowledge (tacit or explicit) and organizational designs (more centralized vs. less centralized) influence the development of integration capabilities. We demonstrate that tacit and explicit knowledge provide multiple paths to acquisition success for acquiring firms, and this can explain conflicting findings in existing research. More specifically, less centralized organizational designs lower the effectiveness of tacit knowledge in developing an integration capability, but centralization is effective for explicit knowledge. Additional implications for management research and practice are provided.

Investigating Published Research towards a Fossil-Energy-Free Agriculture Transformation

The defossilisation of the agricultural sector is driven by intense worldwide academic research on non-fossil, renewable and energy-efficient agriculture, and the acknowledgment of the need for sustainable farming practices. For this purpose, not only technical transformations but also socio-technical system changes towards sustainability need to take place in a co-evolutionary manner. This paper investigates structural and qualitative characteristics of the knowledge produced by research on fossil-energy-free agriculture. We provide evidence on the worldwide research directions, as well as investigate whether academic research and publicly funded research projects foster knowledge creation for the desired transformation. Bibliographic maps are constructed using a query-based methodology as social networks to investigate the efficiency of the EU-funded research to achieve the goals set for the 2050 EU Green Deal. The H2020-funded papers are further analysed with dictionary-based text analysis to quantify the relative emphasis of different types of knowledge in the text. This approach is eventually used to relate transformational capacity to project profiles in the European Union, to evaluate past funding schemes and to improve the shape of future research programs on renewable and sustainable agriculture.

Exploring the role of the Recovery College model as a transformative tool for recovery-oriented practice: perceived benefits and perspectives from health practitioners in Quebec, Canada.

Mental health practitioners (MHPs), including occupational therapists (OTs), need support to adopt a truly recovery-oriented practice. Like other practitioners, if OTs often embrace the principles of recovery as a philosophical foundation for their practice, these principles may not always reflect in their attitudes, behaviors or in their interventions. While further research is needed to demonstrate the positive effects of recovery-oriented training programs on MHPs' attitudes and practice, there is a need to explore novel training programs. The Recovery College (RC) model is one of the interventions that are designed to facilitate these changes in practice, through co-production and co-delivery of recovery-focused courses curriculum. Although the perceived benefits and outcomes of RC courses are widely documented, very few studies focus specifically on what MHPs gain from them or on their global experience. The aim of this article is to describe the experience of MHPs learners in RC courses and the perceived benefits on their practice. An exploratory descriptive qualitative study was conducted. Data were collected through semi-structured interviews and analyzed using Miles and Huberman's stepwise qualitative analysis method. Participants were 13 MHPs working in community organizations or healthcare institutions and who participated as learners in a RC, in the province of Quebec, Canada. Ten themes emerged from the qualitative analysis. Participants expressed their perspectives on the format of the courses, their initial expectations and their recommendations. They also identified the types of knowledge they shared during the courses. Participants reported changes in their practice, raised awareness on their clinical and personal issues, improved well-being and recovery. Group composition, interactions within the group, complementarity of the different types of knowledge, and pedagogical design and learning activities were identified as key ingredients of RC. This study highlighted RCs' role in enriching MHPs clinically and personally. RC curriculum and courses drive changes in practice and attitudes towards service users. RCs may assist MHPs reflect on practice and improve their clinical reasoning. This study advances understanding of a promising, accessible training program for adopting a recovery-oriented practice amid a paradigm shift among MHPs and OTs.

Weaving different forms of knowledge of managed aquifer recharge in a Saharan oasis (Algeria)

This paper demonstrates the reciprocal benefits of a socio-hydrology approach that fosters fruitful exchanges between different ‘knowers’ of complex water dynamics in weaving different types of knowledge. For centuries, the managed aquifer recharge and use system in the Beni Isguen oasis in Algeria was diligently monitored by communal water stewards and the data meticulously recorded and stored. Throughout our research project on the origin of groundwater and its replenishment, intense dialogue between scientists and communal water stewards greatly enhanced the research protocol based on isotope tracers, while simultaneously contributing to the active knowledge base of the community. The dialogue was based on mutual respect, trust and a reciprocal desire to share knowledge. Our findings revealed increased mineralization of shallow groundwater during drought periods, which was attributed to geological processes, and emphasized the crucial role of floods. Also, contrary to the initial assumption that deep Continental Intercalaire groundwater was only used for drinking, it was identified as a vital external resource, responsible for substantial recharge of the phreatic aquifer of the oasis. This source of water explains the continued use of the phreatic aquifer for irrigation more than 10 years after the last major flood. This collaborative socio-hydrology approach between differently situated ‘knowers’ contributes to the grounding of socio-hydrology. While respecting the strong water conservation culture, weaving different forms of knowledge may help develop a virtuous and original development model in the Algerian Sahara and beyond.

Investigating the Differentiated Experiences of an Academician in the Transition to Distance Education Through a Documentational Framework

This study examines the documentational genesis of an academician transitioning to distance education during the pandemic. Using qualitative case study design, the research involved an associate professor in engineering at a Turkish state university. Selected via purposeful sampling, the participant was open to sharing experiences and participating in the study. Data were collected through online course video recordings, semi-structured interviews, observations and researcher notes. Content analysis was used for the data analysis, and from the obtained themes, the elements of the participant's schemes in online education, the challenges experienced, and the variations in these schemes were presented from a documentational perspective. As a result of the research, it was found that the participating academician used different types of knowledge, including both content knowledge and pedagogical content knowledge, in online education. Additionally, it was concluded that the academician continued to use some resources from face-to-face education during the transition to and process of online education, modified some resources to create differentiated resources, and completely abandoned some resources. Another finding of the research is that the participating academician faced many challenges during the online education process. These challenges were primarily found to be due to student-related and institutional factors. Moreover, the academician expressed both positive and negative opinions about distance education.

Supporting the Primary Care Workforce Through Training in Advanced Generalist Practice: An Evaluation of the Catalyst Program.

As a workforce crisis is causing recruitment and retention issues for new to practice GPs, we designed Catalyst, a one-year pilot career development program aiming to help new to practice GPs develop the skills of advanced generalist practice and build capacity for the complex work of primary care. In this paper, we report the findings of our evaluation of Catalyst. We used normalization process theory to investigate how Catalyst was contributing to the participants' understanding and implementation of generalist practice. We conducted 36 interviews and six focus groups investigating the participants' clinical practice and experience with the program and analyzed data using framework analysis. Establishing a shared language and reframing professional identity helped GPs develop an understanding of their role through generalist lenses. Generalist practice was legitimized by access to scientific evidence and facilitated interactive learning. Integration of scientific, applied knowledge and quality improvement work fostered the enactment of such practice. Structured reflection and research-informed quality improvement projects contributed to the participants' awareness of the primary care context. Knowledge creation activities observed through interactive learning and the integration of different types of knowledge facilitated the implementation of advanced generalist practice. The participants valued the community of practice gained through the program and would come to rely on programs designed to encourage networking and enable peer support. Finally, research-informed quality improvement projects built to analyze problems and monitor solutions are crucial for an early career physician to develop a sense of agency that shapes their primary care practice.

L’esprit géographique dans les romans de Xavier-Laurent Petit : l’appel du dehors

Travel literature for young people provides an opportunity to follow the construction of identity around a double didactic knot: the here and the elsewhere. Geographical space is a key element of the novel, and places are the foundation of the narrative. As part of a humanist heritage, the writer creates a journey and an experience of the living: space and species. Xavier-Laurent Petit's work naturally suggests to readers that they belong to the world. In this literary geography, the author weaves together the perceived, experienced and represented space. He highlights landscapes and a geographical gaze that is very reminiscent of Kenneth White's geopoetic approach. This approach anchors our thinking in a triple perspective: scientific, philosophical and poetic. What is this world we live in? This question seems to be entirely contained in this call from the outside and the experience of movement. At the frontier between literature and geography, and drawing on different types of knowledge about the living world around us, travel writing for young readers has the power to question the world. Through language, it gives a space, a landscape, and even sometimes a path to read.

Pelatihan Barista Untuk Siswa-Siswi Di SMK Al-Azhar Batam

PKM Lecturer Activities About Barista Training is a program designed to provide participants with in-depth training in the skills and knowledge needed to become a skilled and professional barista. This training not only covers basic techniques in coffee making, but also advanced aspects such as latte art, knowledge of different types of coffee beans, and skills in serving coffee to customers to the highest standards. The main objectives of this training are. Mastery of Coffee Making Techniques: Teaches participants about basic techniques such as grinding coffee beans, choosing the right tools and machines, perfect espresso extraction, and milk steaming techniques. Latte Art Skills Development: Introduce and train participants in latte art which includes latte art, which is a technique for creating interesting patterns or images on the surface of coffee with milk. Knowledge about Coffee Beans: Educate participants about various types of coffee beans, processing processes, and how to choose the right beans to produce coffee with the best taste and aroma. Professional Customer Service: Prepares participants to be able to provide friendly and professional customer service, including how to communicate with customers and manage their expectations. Compliance with Hygiene and Safety Standards: Ensure that participants understand and implement high standards of cleanliness and safety in their daily operations, including sanitation of equipment and work areas. Barista training is usually held in a variety of formats, ranging from intensive workshops to more structured courses of varying duration. This program is aimed at individuals interested in starting a career as a professional barista, cafe owner, or anyone looking to improve their skills in the fast-growing coffee industry.

School teachers’ perceived knowledge and affordances for using technology in teaching

Teachers’ knowledge about technology and teaching with technology is decisive for how affordances of technology integration are taken up. Two questionnaires were administered in 21 high schools in Kazakhstan: one about types of teacher knowledge based on technological pedagogical content knowledge framework and one about affordances of technology integration. The analyses show a relatively high level of all types of teacher knowledge and a large variation in perceived affordances, with relatively low scores for support from the school leader and time available to design and plan technology integration in class. Furthermore, different types of knowledge were related to different affordances, which means that a focus on a high level of all types of teacher’s knowledge of technology might help best to benefit from most of the affordances. Limitations and directions for future research are discussed.

Developing Teachers’ Advocate Identities Through Exploratory Talk

ABSTRACT In educational contexts characterized by persisting inequalities, preparing teachers to advocate for historically marginalized students is a critical element in constructing more equitable educational experiences for all students and their families. However, little is known about how teachers develop and hone their sense of advocacy. Therefore, this study documents how English as a second language (ESL) endorsement candidates (ECs; n = 60) collaboratively develop a sense of “advocacy identity” when they engage in exploratory talk after a simulated advocacy experience. Drawing on group reflection videos, findings highlight how teachers’ lives and experiences inform their interpretations of advocacy. By sharing personal narratives and different types of knowledge, teachers articulate their thinking, solidify their stance as advocates, and co-construct new understandings of what it means to be an advocate for their multilingual learners (MLs). These findings have implications for promoting deeper engagement with advocacy in teacher education and professional development, ultimately toward building collaborative capacity for teachers to support and advocate for historically marginalized students.

“Ethical Responsibility Very Often Gets Drowned Out”: A Qualitative Interview Study of Genome Scientists’ and ELSI Scholars’ Perspectives on the Role and Relevance of ELSI Expertise

Background Genome scientists and Ethical, Legal, and Social Implications of genetics (ELSI) scholars commonly inhabit distinct research cultures – utilizing different research methods, asking different research questions, and valuing different types of knowledge. Collaborations between these two communities are frequently called for to enhance the ethical conduct of genomics research. Yet, little has been done to qualitatively compare genome scientists’ and ELSI scholars’ perspectives on collaborations with each other and the factors that may affect these collaborations. Methods 20 semi-structured interviews with US-based genome scientists and ELSI scholars were conducted between June–September 2021. Interviews were analyzed using inductive thematic analysis. Results Genome scientists and ELSI scholars provided different understandings of the value and goals of their collaborations with each other. Genome scientists largely perceived ELSI expertise to be relevant for human subjects research; they described ELSI scholars as communicators who help the public and/or study participants better understand genomics research. In comparison, ELSI scholars viewed themselves as developing and implementing policies; they expressed frustration at how scientists can misunderstand their research methods or negatively perceive them. A combination of factors – both structural (e.g., criteria for promotion) and cultural (e.g., perceptions of what colleagues value and respect) – seemed to shape these diverging perspectives. Conclusion Academic institutions, funders, and researchers commonly call for collaborations between genome scientists and ELSI scholars, but under-consider how their different conceptual frameworks, research methods, goals, norms, and values, conjoin to affect such partnerships. Acknowledging, exploring, and addressing the complex interplay between these factors could help to more effectively facilitate collaborations between genome scientists and ELSI scholars.

THE ROLE OF INTER-SUBJECT INTEGRATION IN THE EDUCATIONAL PROCESS

The article explores the principle of interdisciplinary communication. The role of integration in creating a holistic and indivisible image of the world is clarified in the minds of students. General concepts, categories and approaches related to understanding are classified. It is noted that integration contributes to the formation of different types of knowledge. It is emphasized that teaching similar and complementary topics in different subjects at the same level will give students more comprehensive knowledge.

Water as A Transversal Axis of Learning in School Textbooks For Chilean Primary Education Students

Objective: The objective of this study is to investigate the presence of water as a transversal learning axis in the activities of Natural Science textbooks in Chilean Basic Education. Theoretical Framework: The theoretical framework is associated with the 2030 Agenda and the Sustainable Development Goals, the Chilean science curricular bases, as well as the didactic management associated with school textbooks. Method: The mixed method is followed, through content analysis, the elaboration of a priori categories, supported by quantitative elements to describe and interpret the data obtained from the analysis of school textbooks. Results and Discussion: The results obtained revealed the presence of activities, still insufficient, that deal with the topic of water in the texts. The highest frequencies of educational activities are found in the fifth and sixth grades. The skills promoted are intellectual capacities (operations to acquire, recover, solve problems and retain different types of knowledge); on the other hand, the skills that demand a process of practice (mastery of the technique or skill), attitudes and habits, such as ways of acting and behaving, are the least promoted. Research Implications: The implications of the study are referred to the methodology of science teaching in Basic Education and the respective teacher training. Originality/value: The results of the study contribute to filling a gap in the literature related to the teaching of water proposed in school textbooks. With this, guidelines are provided to improve the activities suggested in the textbooks, promoting awareness of water, its reuse and conservation.

Perceptions and knowledge of ecosystem services in urban river systems, Eastern Cape, South Africa

The ecosystem services concept has been studied in rural contexts but not as much in urban landscapes, particularly for aquatic ecosystems in Africa. There is little knowledge of how people perceive ecosystem services (ES) supplied by rivers in urban centres and the factors influencing their perceptions. To fill this gap, the research presented here addresses two objectives: 1) to assess local communities’ perception and knowledge of different types of ecosystem services of an urban river in South Africa, 2) to assess the influence of particular demographic characteristics (age and gender), socio-economic characteristics (education, housing type, income, and years of residence), and prior knowledge of the ecosystem services concept on people’s perception of the ecosystem services provided by the Swartkops River in the Eastern Cape of South Africa. To address these objectives, a team of ten trained field staff collected 181 surveys between May–June 2021 in communities within the river catchment. We used multinomial logit models to analyse the relationships between demographic and socio-economic variables, and people’s perception of ecosystem services. For the majority of the ecosystem services, there was almost an equal split between the perception “sometimes” and “never” that the river provides a particular ecosystem service, and people were less likely to say that the river always provide a particular service. Prior knowledge of the ecosystem services concept, years of residence, age, income and housing type significantly influence people’s perception of ecosystem services. Prior knowledge, was important for the intangible services, whereas years of residence was more important for tangible services with direct use value. Level of formal education was not a significant variable. An important implication of this study is that ecological interventions can be designed through an understanding of factors influencing people’s perceptions of ecosystem services.

Eight-year-olds engaging in guided information searches with iPads: Dimensions of reading competence

This study examines how eight-year-old students engage in teacher-guided digital online reading during internet searches for specific information. The research focuses on the students' digital literacy and their ability to evaluate sources and decode complex text. We have used Luke and Freebody's four resources model and the concept of sourcing as theoretical underpinning. The study had a descriptive and exploratory approach. The study involved 17 eight-year-old students from a school with a one-to-one tablet policy. The students were divided into small groups to encourage interaction. Data were collected through audio and screen recordings and were multimodally transcribed to provide a detailed account of the children's internet search interactions. The study reveals that while students demonstrated proficiency in using digital tools and navigating the internet, they often struggled to assess source credibility and critically interpret the information they encountered. Furthermore, the study highlights the importance of guiding young students in navigating the complex media landscape, emphasizing the need to enhance their knowledge of different types of sources and the categories of individuals producing content. The researchers found that students' prior knowledge, such as familiarity with printed books, played a role in how they approached online reading, sometimes leading to difficulties in adapting their strategies for digital formats. In conclusion, this research underscores the need for explicit instruction and collaborative efforts in the classroom to develop students' digital reading skills and their ability to critically assess online sources, thus bridging the gap between technological proficiency and effective digital literacy. The findings offer insights for educators in preparing young readers for digital literacy and effective online information evaluation.

'Down pythons' throats we thrust live goats': snakes, zoos and animal welfare in nineteenth-century Britain.

In nineteenth-century Britain, captive snakes in menageries and zoological gardens were routinely fed with live prey - primarily rabbits, pigeons and guinea pigs. From the late 1860s, this practice began to generate opposition on animal welfare grounds, leading to a protracted debate over its necessity, visibility and morality. Focusing on the c.1870-1914 period, when the snake-feeding controversy reached its zenith, this article charts changing attitudes towards the treatment of reptiles in captivity and asks why an apparently niche practice generated so much interest. By looking at the biological arguments put forward for and against live feeding, the article traces the changing nature of humanitarian activism in the late nineteenth century and shows how the shifting character of the live-feeding debate paralleled wider trends in the animal welfare movement. It also highlights the different types of knowledge and expertise involved in the debate, as naturalists, veterinary surgeons, legal professionals, zookeepers and humanitarians offered conflicting perspectives on questions of reptilian dietary requirements and animal sentience.