Reception Of Knowledge Research Articles

Reception of nutrition information by adult and older adult users of Primary Healthcare: Occurrence, associated factors, and sources of information

ABSTRACT Objective: To investigate reception of nutrition information (outcome), associated factors, and types of sources. Methods: This cross-sectional study, conducted in 2013, included 1,246 adult and older adult users of the Primary Healthcare network of Pelotas, Rio Grande do Sul, Brazil. The sample was characterized by reception of nutrition information, its sources, and demographic, socioeconomic, health, knowledge, and life habit variables. Prevalence ratios and their respective 95% confidence intervals investigated associations between reception of nutrition information and independent variables. Results: More than one-third of the sample (37.6%) received nutrition information (95%CI=34.9-40.3). Older adults, individuals with positive self-perceived diet, those who received health information, and those who were physically active were more likely to receive nutrition information, and normal weight individuals were less likely. The outcome differed by income strata, being highest in the highest quintile. There was a linear trend for education level and for following the Ten Steps to Healthy Eating: the outcome was more likely in individuals with at least higher education and those who followed at least four steps. The most cited sources of nutrition information were television shows (56.2%), other (46.2%), physician (41.2%), Internet (25.1%), and family members (20.9%), which did not differ by sex. Conclusion: Primary healthcare users received little nutrition information, and television could be a useful tool for the institutions responsible for the sector to disseminate the official nutritional recommendations.

Wonder en weten

Abstract The Ambonese Curiosity Cabinet (D’Amboinsche Rariteitkamer), published in Amsterdam in 1705, is one of the first scholarly works on crustaceans, molluscs, shells and conches as well as minerals and stones in a European vernacular. The author of the book, the VOC merchant and historian of nature Georg Everhard Rumphius, arrived in the Moluccas in 1654 and lived on the island of Ambon until his death in 1702. The historical figure of Rumphius and his texts prove that the production and reception of knowledge about natural history was situated in cultural contact between Asian and European actors. A key factor for the accumulation of information and the mobility of knowledge were manners of representation and means of organising knowledge. In Rumphius’ case, this included rhetorical devices and strategies commonly used in other genres such as histories or travel writing. This paper analyses the poetics of knowledge of the Ambonese Curiosity Cabinet by focussing on the categories of wonder, trade, power, and incorporation. Behind the admiration for newly discovered and rare objects by individual European actors, military conflicts and commercial interests come into view. Like colonial commodities transported to Europe, colonial knowledge was incorporated into the European body of knowledge about natural history.

Exploring the Peer Interaction Effects on Learning Achievement in a Social Learning Platform Based on Social Network Analysis

The benefits of social learning have been recognized by existing research. To explore knowledge distribution in social learning and its effects on learning achievement, we developed a social learning platform and explored students' behaviors of peer interactions by the proposed algorithms based on social network analysis. An empirical study was also conducted on a college course to investigate the correlation between peer interaction and learning achievement. The experiment results show that the students who tended to actively contribute knowledge to peers on the social learning platform had better learning achievements than the students who were used to the passive reception of knowledge. Besides, the knowledge transmitters and intermediaries performed better in learning achievement as well, and the knowledge contributors had closer interactions with their peers. The implications derived from the findings can inspire instructors/researchers to facilitate effective social learning, and provide suggestions to develop effective algorithms to analyze social interaction behaviors.

Biases in the production and reception of collective knowledge: the case of hindsight bias in Wikipedia.

The Web 2.0 enabled collaboration at an unprecedented level. In one of the flagships of mass collaboration-Wikipedia-a large number of authors socially negotiate the world's largest compendium of knowledge. Several guidelines in Wikipedia restrict contributions to verifiable information from reliable sources to ensure recognized knowledge. Much psychological research demonstrates, however, that individual information processing is biased. This poses the question whether individual biases translate to Wikipedia articles or whether they are prevented by its guidelines. The present research makes use of hindsight bias to examine this question. To this end, we analyzed foresight and hindsight versions of Wikipedia articles regarding a broad variety of events (Study 1). We found the majority of articles not to contain traces of hindsight bias-contrary to prior individual research. However, for a particular category of events-disasters-we found robust evidence for hindsight bias. In a lab experiment (Study 2), we then examined whether individuals' hindsight bias is translated into articles under controlled conditions and tested whether collaborative writing-as present in Wikipedia-affects the resultant bias (vs. individual writing). Finally, we investigated the impact of biased Wikipedia articles on readers (Study 3). As predicted, biased articles elicited a hindsight bias in readers, who had not known of the event previously. Moreover, biased articles also affected individuals who knew about the event already, and who had already developed a hindsight bias: biased articles further increased their hindsight.

Histories of Medicine in the Household: Recovering Practice and ‘Reception’

Introducing the essays in this special issue on medicine in the household, Bivins, Marland and Tomes briefly sketch the existing historiography and argue for the enduring importance of the household as a site of medical decision making and practice. The household as explored by this collection also offers a valuable space within which to test new methodologies addressing the challenges that face historians and other scholars seeking to trace the reception, adoption and adaptation of new knowledge, practices and products.

A Powerful Antidote, a Strange Camel and Turkish Pepper: Iberian Science, the Discovery of the New World and the Early Modern Czech Lands

This article analyses the reception of knowledge about new world nature, and, more specifically, the reception of Iberian scientific knowledge of nature in the Americas, in the early modem Czech lands. It shows how the process of the reception of information about nature in the new world differed among the urban classes, intellectuals and the nobility; particular attention is paid to herbals, cosmographical works and travel reports. On the one hand, the study reveals that the efforts of Central European intellectuals to interpret new world nature were limited by the lack of necessary data and experience, which led to some misinterpretations and simplifications. On the other hand, it shows these Central European scholars to be fully-fledged members of an information network, whose works share many of the same characteristics as Iberian and, in general, early modem European science.

The "Problem of Extension" revisited: new modes of digital participation in science

Citizen Science is part of a broader reconfiguration of the relationship between science and the public in the digital age: Knowledge production and the reception of scientific knowledge are becoming increasingly socially inclusive. We argue that the digital revolution brings the "problem of extension" — identified by Collins and Evans in the context of science and technology governance — now closer to the core of scientific practice. In order to grasp the implications of the inclusion of non-experts in science, the aim of this contribution is to define a role-set of non-certified knowledge production and reception, serving as a heuristic instrument for empirical clarifications.

Análisis de las concepciones del profesorado de secundaria sobre la enseñanza de las ciencias durante el proceso de formación inicial

In this paper the conceptions of science teaching presented by the students of MPES (Master Teacher of Secondary Education) are analyzed. The data shown were collected in an initial teacher training experience, based on a constructive and thoughtful approach, which involved 71 students from various specialties of scientific-technical area, for two successive academic years. From the formative point of view this experience consists in the development of activities that allow to reflect future teachers about the nature of the educational processes, specifying their previous conceptions as a starting point to encourage progression of teachers thought. In this research we have used a methodology of qualitative analysis on the conceptions of the participants about the teaching of science, expressed in writing from a set of open questions. The results have allowed to identify several models of thinking underlying the opinions of future teachers, who could relate respectively to a teaching approach based on the transmission and reception of knowledge, an educational approach next to the constructivist model and a mixed approach. We also notes that the greater or lesser degree of identification with a approach or another depends in part on the context of the question posed.

Textbook research and the pedagogical past: An outline of contemporary methodological approaches

The paper presents two contemporary methodological approaches to the historicalpedagogical study of textbooks, based on a concept of textbooks underpinned by hermeneutics and critical theory. In the first part of the paper, a textbook is defined as a medium of socio-cultural knowledge representing an image of a given society that is in many ways filtered, restructured and controlled. The paper considers the implications of such a position for the study of the pedagogical past. The main section of the paper presents methodological guidelines for a broader understanding of textbooks based on the above-mentioned theoretical concepts. It is suggested that the study of textbooks should take into consideration its contextual determinants. This involves, on the one hand, collecting data about the processes of textbook creation, that is, about the production within which the selection, legitimization and pedagogical-didactic transformation of socio-cultural knowledge occurs, and also, on the other hand, collecting data about the processes of textbook use, i.e. the transmission and reception of knowledge. In addition, guidelines for the study of internal textbook organization are given. The conclusion of the paper highlights the importance of the approaches presented, and points to a number of thematic areas for studying the pedagogical past which are opened up through the adoption of the presented views on textbooks presented in the paper.

Prospects of application structural mathematical constructs as bases tool conceptualization the subject domain of sociology (statement of a problem)

In article the approach to the decision of a problem of conceptual integration of sociology as the set of theoretical knowledge belonging to type - conceptually difficult - the big theories. Development of theoretical sociology with use of forms of the mathematical theory is considered as a private problem in relation to more general problem of development of theoretical knowledge with use of forms of the mathematical theory. Development the theoretical sociology is offered to carry out with use of forms of the mathematical theory on the basis of properties structural mathematical constructs and with application the mathematical methods developed in a scientific direction “The Conceptual analysis and designing” [40] . In the given direction it is used not only a paradigm of structuralism, but also a principle of an ascention from abstract to concrete in the knowledge, realized in procedure of synthesis of formal theories with use of the device of structural mathematics. The system analysis, the theory of systems and the theory of structures of N. Burbaki concerns to sources of occurrence of a method of the conceptual analysis. The method is intended for the analysis of subject domains of a high level of complexity, realization of conceptual modeling of objects from these subject domains and reception of new knowledge about essence of subject domains and their relations. Conceptual complexity of phenomena is understood as complexity of the structures expressing the relations and interrelations between concepts, describing interesting area from the point of view of solved tasks. For a subject domain conceptual complexity is potentially established by quantity of basic sets on which scales of sets and the steps belonging to them representing definitions of developed theory of a subject domain are constructed. In article is exposed to the analysis role structural mathematical constructs device in expansion integrating tool conceptualization subject domains of sociology. In article are determined preconditions of application the device steps of sets at formation conceptually difficult - the big theories to which concerns sociology as set of theoretical knowledge. The maintenance of a key problem allocated in article is application constructs of structural mathematics as bases for definition of structure of a subject domain of sociology as sets of theoretical knowledge. Perspectives in development of theoretical sociology with use of forms of the mathematical theory are understood in this case, as process of escalating of use constructs of structural mathematics as the tools having base character for theoretical idealization and modeling at creation of theories and theoretical models of objects, investigated by sociology and carrying out in them of tool researches. In article it is shown, that search of the decision so challenges is probable as during intradisciplinary, and interdisciplinary researches. Last from them in spite of the fact that are connected to growth of organizational complexity, allow to leave for frameworks of habitual traditional intradisciplinary positions and the points of view, in a result raising productivity of scientific search of the decision of a task.

Technology-enhanced Learning for Cultural Heritage

This paper demonstrates an approach for technology-enhanced learning, combining analysis, collaborative work, mobile learning (m-learning for short), discussion, and learning-by-authoring approaches in order to achieve more active participation of the learners during the reception of knowledge and to stimulate their creative thinking. The learners visit famous churches, monasteries, museums, etc., where they can see samples of Bulgarian Iconography supported by m-learning. They rely on the GUIDE@HAND platform containing personalized collections presenting location, historical data, pictures, etc. Multimedia and other information resources are delivered through the Virtual Encyclopaedia of the East-Christian Art digital library (BIDL)—a web-based environment for registration, documentation, access and exploration of Bulgarian iconographical artefacts. The main goal of the learners is to create their own learning material/project by analysing the available resources. The presented use case also involves collaborative work and discussion approaches in order to attract learners and support their more active participation in the learning process.

Comunicación pública de la ciencia y la tecnología: una aproximación crítica a su historia conceptual

The paper undertakes a critical review of the conceptual history of the umbrella notion of public communication of science and technology (PCST) and of the three basic models of communication it encompasses. Three closely intertwined factors are put forward explaining the emergence of these models: (1) structural changes in scientific-technological practice and concomitant shifts in the modes of science communication; (2) the diversity of stakeholders in the production, management, communication and reception of scientific knowledge; and (3) differing audience perceptions.

The perception of place and the ‘origins of handedness’ debate: towards a cognitive cartography of science in late-Victorian Dublin

In 1884, a medical paper entitled 'Consideration of the Structural and Acquisitional Elements in Dextral Pre-Eminence' penned by the Dublin physician George Sigerson, appeared in the Proceedings of the Royal Irish Academy. A number of years later, the Journal of the Anthropological Institute of Great Britain and Ireland presented a similar piece by Dublin anatomist Daniel John Cunningham, on the topic of 'Right-Handedness and Left-Brainedness'. For the late nineteenth-century scientific community, these articles represented two Dublin-based contributions to a long-running and wide-ranging debate on the origins of handedness. However, by building on the geographical premise that scientific knowledge bears the imprint of its location and that place matters in the way scientific claims come to be sanctioned, this paper probes, not merely an encounter with evolutionary science in the less well explored domain of fin de siècle Dublin, but more crucially, how these local reviews of manual dexterity were in part shaped by the scientists' differing perceptions of their city. By attending to the lives of Sigerson and Cunningham and focusing on the interplay between life-space, city-space and science, it underscores the critical role of place and space in the reception, circulation and mobilisation of scientific knowledge in the city.

Transnational dialogues between specialist and institutional knowledge in occupational accident legislation, first half of the twentieth century.

In the early twentieth century, Argentina began legislating occupational safety. Law no.9.688 legislated accidents in the workplace (1915) and granted legal jurisdiction to work-related problems. The approval of this legislation was in dialogue with proposals being produced in other regions. The links established between local figures and colleagues elsewhere are useful for examining the circulation, reception and legitimation of knowledge on a regional scale. The objective of this article is to examine the transnational references in local discussions about occupational accidents in Peru and Chile during the first half of the twentieth century.

Fashioning a Role for Medicine: Alexandre-Louis-Paul Blanchet and the Care of the Deaf in Mid-nineteenth-century France

In the late eighteenth century, medicine was not part of the institutional approach to ‘deaf-mutes’ in the Western world: it was teachers rather than doctors who could claim competence for their care. Yet by the second half of the nineteenth century, doctors had supplanted teachers in this role, despite having made no major therapeutic contributions. The change proceeded via a series of crises in which specialists confronted each other on professional and disciplinary grounds. How did doctors position themselves in their dialogue with educators? How did they construct their own identity within a discipline dominated by teachers? How did they secure the support of the state and of deaf people themselves? How did they announce and consolidate their presence within a field of forces? This article illuminates the strategies pursued in the production and reception of medical knowledge, by examining the controversies around Parisian physician Alexandre Blanchet during the mid-nineteenth century.

Psychological Bases of a Method of Training to Reading in Primary School

This article research of reading by means of which children receive the information most part, plays a huge role in the course of mastering of knowledge. Its value all increases in conditions of the existing education system assuming development of differentiation and an individualization of training and increase of relative density of self-education of schoolchildren. In these circumstances especially important ability correctly to use reading as means of reception of new knowledge. Confident possession of skills of reading is one of the basic conditions of success of children in the doctrine. However reader's skills of today's schoolchildren cause serious alarm in teachers and at parents. Keywords: reading, mastering skill, sound alphabetical, letters, syllables, words, visual, speech the impellent, speech the acoustical analyzers Reading by means of which children receive the information most part, plays a huge role in the course of mastering of knowledge. Its value all increases in conditions of the existing education system assuming development of differentiation and individualization of training and increase of relative density of self- education of schoolchildren. In these circumstances especially important ability correctly to use reading as means of reception of new knowledge. Confident possession of skills of reading is one of the basic conditions of success of children in the doctrine. However reader's skills of today's schoolchildren cause serious alarm in teachers and at parents. Reading - difficult physiological process. In its certificate take part visual, speech the impellent, speech the acoustical analyzers. At the heart of its process, the most complicated mechanisms of interaction of analyzers and time communications of two alarm systems (Levina, 2000; Zaytsev, 2001). The first operation of reading is the visual perception of graphically presented information (letters, syllables, words). At training to reading the child first of all gets acquainted with visions of letters. Storing of all letters of the alphabet and ability to learn to (identify) each of them is an indispensable condition of mastering by skill of reading. During reading of an eye reading moves along a line short and fast jumps. Between jumps there are pauses, or motionless fixings of objects. The beginning reader does such 10-12 fixings at line, skilled usually enough 3-4 fixings. In the beginning of reading of an eye fix any information (a letter, a syllable) and remain motionless during some time. At this particular time the image is perceived. Further there is a jump, (moving eyes to the right along a line before fixing of the following image, and so till the end of a line. During reading of an eye by means of jumps and fixings reach the end of a line and then make fast regressive jump to the left, to the beginning of the next line, and all repeats at first. Regressive movements of eyes (returning a look from right to left) are necessary on only at transition to the next line, but also for return to already read to specify, checkup understanding of sense, to rectify the committed errors. Frequency of regresses in movements of eyes depends on level of automation of skill of reading: the reader is more skilled, the less than visual regresses it in the course of reading, and, on the contrary, the makes less reader's experience, the more often return to already read. Besides, the quantity of regressive movements of eyes depends on characteristics of the readable text - complexities, novelty, and the importance for reading (Rusetskaya, 2007). Besides regressive movements, at reading are marked and movements of eyes which allow to run

Climate change and the geographies of objectivity: the case of the IPCC's burning embers diagram

The challenge of meaningfully communicating an issue like climate change has vexed those trying to convey the risks, probabilities and uncertainties of the impacts of climate‐warming greenhouse gases. This paper investigates the history of one such effort – the Intergovernmental Panel on Climate Change's (IPCC) so‐called ‘burning embers’ diagram. This colourful visual rendering of global ‘reasons for concern’ has had a chequered institutional and publication history – embraced by some, rejected by others, and used by yet others to argue both for and against the reality of a global threshold where climate change becomes ‘dangerous’. Through interviews and documentary analysis I reconstruct the production and circulation of this diagram in the cultural circuits of climate science, policy and advocacy. I suggest that the notion of ‘objectivity’ is spatial in origin, concerned with distance and visual perspective. As a practice and performance, objectivity is also found to be situated within particular cultural and political formations. In applying these arguments to the history of the burning embers, I narrate a geography of objectivity concerning the visual composition of particular subject–object relations, and of contestation over the practice and objectivity of ‘expert judgement’ as the diagram circulates and encounters actors with diverse interpretive commitments and political objectives. Although excluded from the IPCC's 2007 report after governmental objections, the diagram has continued to haunt climate change debates. I suggest in closing that geographers of science pay greater attention to the visual image and to how norms of scientific conduct are performed and contested through the production, circulation and reception of visual knowledge. This would in turn enable geographers of science to supplement the interest in circulating knowledges with insights into situated interpretations of the meaning of science itself.

Mastering the Niger: James MacQueen's African geography and the struggle over Atlantic slavery

In Mastering the Niger, David Lambert recalls Scotsman James MacQueen (1778-1870) and his publication of A New Map of Africa in 1841 to show that Atlantic slavery - as a practice of subjugation, a source of wealth, and a focus of political struggle - was entangled with the production, circulation, and reception of geographical knowledge. Without ever setting foot on the continent, MacQueen took on the task of solving the Niger problem, that is, to successfully map the course of the river and its tributaries, and thus breathe life into his scheme for the exploration, colonization, and commercial exploitation of West Africa. Lambert illustrates how MacQueen's geographical research began, four decades before the publication of the New Map, when he was managing a sugar estate on the West Indian colony of Grenada. There MacQueen encountered slaves with firsthand knowledge of West Africa, whose accounts would form the basis of his geographical claims. Lambert examines the inspirations and foundations for MacQueen's geographical theory as well as its reception, arguing that Atlantic slavery and ideas for alternatives to it helped produce geographical knowledge, while geographical discourse informed the struggle over slavery.

Geographies of the Book: Review and Prospect

AbstractThis paper traces the origins and recent history of the geography of the book: an interdisciplinary focus of study for geographers, book historians and historians of science. In describing this field's twin concern with geography in books and with the geography of books, the paper examines the ways in which printed texts matter to the study of geography's discursive and disciplinary histories and the contributions that geography, in turn, can make to explaining the circulation and reception of knowledge in print. Through an attention to the making and movement of texts, the paper examines how questions of geography inform understandings of the uneven diffusion and varied reception of knowledge and ideas. In addressing geography's print culture, and in examining geographies of reading, the paper reflects on the significance of books to the making of geographical knowledge and to the significance of geography in accounting for the making of textual meaning.

Knowledge Production, Pedagogy, and Institutions in Colonial India * Edited by INDRA SENGUPTA and DAUD ALI.

Using the term ‘colonial knowledge’ as an analytical category, the ten essays in Knowledge Production address the related questions of how coherent colonial knowledge was; how it was produced; and how it was related to and replicated by specific institutions. While adding to longstanding debates in South Asian history that developed in the 1980s, the volume is chiefly interesting for its third question, leading its contributors to look at schools, libraries, publishing projects and museums to trace the links between the sites of production, dissemination and reception of colonial knowledge. As used here, the category of colonial knowledge brings together an array of materials ranging from linguistics, science and antiquarianism to archaeology, education and ethics. Recognizing this miscellany, the editors state that ‘no single theory of colonial knowledge is possible and that knowledge had diverse uses and receptions in India’s colonial past’ (p. 1), later adding that ‘colonial knowledge could have radically different conditions of production, levels of internal coherence, and alignments with policy’ (p. 11). Since in principle such admissions weaken the case for the conceptual unity of ‘colonial knowledge’, the editors draw on the concept’s historiographical ascendance in the influential work of Bernard Cohn, Nicholas Dirks and others. Rather than challenge these earlier formulations outright, the book promises ‘to probe and to extend the existing questions’, chiefly through the charge to ‘understand knowledge not only in its discursive sense… but also as institutionalized practices’ (p. 7). In so doing, the aim is to open ‘more dynamic lines of historical enquiry that envision colonial knowledge as a process rather than a finished artifact’ (p. 7).