Source Of Knowledge Research Articles

Testimonial Authority and Knowledge Transmission

ABSTRACT Is speaker knowledge necessary or sufficient for enabling hearers to know from testimony? Here, we offer a novel argument for the answer no, based on the systematic effects of partial belief and the hearer’s view prior to hearing testimony. Modelling partial belief by credence, we show that a requirement entailed by the principles of necessity and sufficiency apparent in the literature is inconsistent with Bayesian updating. Consequently, even when the other grounds of knowledge are in place, the audience correctly updating their partial belief can block the transmission of speaker knowledge, so it need not be sufficient. Nor need speaker knowledge be necessary, because the hearer correctly updating their partial belief can put them in the position to know even though no one in the speaker’s chain knows. We articulate the correct principles of testimonial knowledge transmission. The first supports a shared-credit view of transmission. The second gives a novel and systematic argument for testimony sometimes being a generative (not transmissive) source of knowledge, an argument that makes Lackey’s statement account of testimony otiose. Finally, on at least one account of causation, the two amended principles together show how speaker knowledge can be a cause whose effect is hearer’s knowledge.

Nutritional knowledge and practices of low-income women during pregnancy: a qualitative study in two Oaxacan cities

BackgroundAdequate dietary intake is critical for healthy pregnancies. Recent changes in social services in Mexico, coupled with high levels of food insecurity, call into question whether expecting women of the lowest socioeconomic status are able to meet their dietary and nutritional needs in this changing context. The aim of this study was to explore the nutritional practices, education and received and employed among women during their pregnancy.MethodsGuided by Ecological Systems Theory and an Intersectionality Framework, this qualitative study was carried out in Oaxaca City and Puerto Escondido, in Oaxaca, a Mexican state with high levels of food insecurity. Women who had at least one child in the past five years and had lived in Oaxaca for the past five years were eligible to participate. Twenty-five women participated in semi-structured in-depth interviews conducted between June and December of 2023. A grounded theory approach was used for coding. NVivo was used for coding and analyses.ResultsFive key themes emerged linked to individual-level characteristics and the multiple social identities related to the social support for nutritional knowledge and practices among low-income Oaxacan women during pregnancy: (1) Life experiences, sociodemographic, and health characteristics that influence nutritional practices and knowledge during pregnancy; (2) Female family members as a primary source of nutritional knowledge and food support; (3) Support from other members of women’s social networks; (4) Medical guidance for nutrition during pregnancy; and (5) Quality and gaps in the broader health care system and social services. These themes highlight how women’s own experiences and social identities and the different interpersonal and community-level environments, particularly those of mothers and grandmothers and health care providers, interact and shape women’s nutritional knowledge and practices, such as foods and nutritional supplements consumed, during pregnancy.ConclusionNutritional knowledge and practices during pregnancy are impacted by multiple social identities women have and different factors at the individual, group, and structural level. Future multi-level approaches in research and programming that take into consideration the individual, family members, and other social influences are needed to address the gaps in nutrition that women in Oaxaca go through during the prenatal period.

The Spice Melange as a Catalyst to the Discovery of the Mind

Melange, or spice as it is also known, is an ingredient in Frank Herbert's novel Dune. It symbolizes the infinite possibilities of the human mind, as it is a source of knowledge and power. Both addictive and mind-altering, for the people of Arrakis, its source place, the spice is the basis of their lives and the cornerstone of their daily rituals. Due to its effect, the traditional lifespan is extended three times, but at the same time, its consumption causes a strong addiction. It is the basis of the rites of passage. The spice is a consciousness-expanding narcotic produced during the natural life cycle of sandworms, which has been the core of technological development and commerce since its discovery. Moreover, the formation of the cultural memory of the Fremen is made possible by the Water of Life, a substance transformed from poison and heavily saturated with spice. In tribal society, constant contact with the spice also manifests in physical changes, as the natural layer of their eyes turns otherworldly blue due to consumption. In my study, I address the following questions: can spice as a drug fully enhance the capabilities of the human mind? What is its role in the rites, and how does it enable the cultural memory of the tribe? What do various interest groups in the galaxy use it for? The core of my topic is the relationship between the spice and the individual through different social strata, ritual ceremonies, and the question of foresight.

Epistemologi Pendidikan Karakter Islami di Pondok Pesantren MBS Al Muttaqiin Gedangsari, Gunung Kidul

Character education is the main goal of education in Indonesia, especially in dealing with the problem of moral degeneration that occurs among students. Character education, which is often associated with personality formation, focuses on instilling ethical values ​​that are reflected in everyday actions and behaviors. This study aims to explore Islamic character education at the MBS Al Muttaqiin Islamic Boarding School, Gedangsari, Gunung Kidul, with an epistemological approach as a theoretical basis. Epistemology, which discusses the process of acquiring and validating knowledge, is applied to understand how Islamic character values ​​are taught and understood by students through an educational process based on revelation (the Qur'an and As-Sunnah) and reason. Habits such as shaking hands, praying in congregation, memorizing the Qur'an, as well as dhikr and prayer are methods used to instill Islamic character, which includes the relationship between humans and Allah (hablum minallah) and relationships between others (hablum minannas). Teachers play an important role as a source of knowledge and role models in the process of internalizing these values, as well as being figures who guide students in obtaining moral and religious knowledge. Through the epistemology of Islamic character education, this study shows that Islamic boarding schools not only shape students with good morals, but also direct them to understand and practice knowledge that is in accordance with Islamic teachings in everyday life.

Primary Care Perspectives on Surgical Interventions for Obstructive Sleep Apnea

The main source of diagnosis and treatment of OSA is through primary care, namely family medicine. Since the family medicine physician is typically the main source of medical knowledge for most patients, the knowledge base of family medicine residents on surgical treatment options to address OSA should be considered of paramount importance. The lack of knowledge regarding surgical treatment options limits patient care and favorable treatment outcomes. The purpose of this project is to assess the knowledge base of family medicine residents in ACGME accredited programs in the surgical treatment options available for management of Obstructive Sleep Apnea to further provide training institutions information on modifying resident education in the fields related to sleep medicine. This project was conducted by providing a 20-question survey to family medicine residents at ACGME accredited programs. A total of 28 responses were received from family medicine residents throughout the United States. Residents generally feel comfortable in screening patients for OSA. However, there is a distinct knowledge gap regarding the surgical treatment options available to patients. More integrated educational opportunities through grand rounds, collaborative rotations, or even CME lectures can address these knowledge gaps and thus improve patient care.

Knowledge, practice, and information sources regarding infectious diseases among Chinese children and adolescents: a National-Level cross-sectional study

ObjectiveTo investigate the characteristics and interrelationships between knowledge, preventive practice, and information sources of infectious diseases among Chinese children.MethodsThis study used data collected from the baseline survey of a China national multi-centered cluster-randomized controlled trial in 2013. A total of 30,287 children completed a questionnaire package that included measures for knowledge, preventive practice and information sources related to infectious diseases.ResultsThe mean scores of knowledge and prevention practices of infectious diseases were 2.35 and 12.16, respectively. Children received information about infectious diseases primarily through school, other individuals, and electronic media. Knowledge and practices among children differed significantly across gender, age, single-child, living with parents or not, residence(urban/rural), regions, parental age and parents’ education levels. Multivariable linear regression analysis showed that higher levels of knowledge(b = 0.102), and receiving information through schools(b = 0.054), electronic media(b = 0.016), and paper media(b = 0.054) were significantly associated with better preventive practice.ConclusionsChildren’s knowledge and various sources of access to information significantly predicted the prevention practice score. It might add value to future interventions and policy-making in promoting preventive measures for infectious diseases.

Epistemologi Filsafat Pendidikan Islam dalam Meningkatkan Pengetahuan Siswa di SMP Muhammadiyah Program Khusus Bayat, Klaten

Knowledge which is the product of thinking activities is the torch of enlightenment of civilization where humans discover themselves and live life more perfectly. The epistemology of Islamic educational philosophy is a science that studies procedures and the process of obtaining Islamic educational philosophy by studying revelation and phenomena of the universe. The epistemology of Islamic educational philosophy is used to obtain knowledge of Islamic education. This research aims to analyze the epistemology of Islamic educational philosophy in increasing students' knowledge at Muhammadiyah Middle School Bayat Special Program. The epistemology of Islamic educational philosophy focuses on the sources of knowledge and methods used. This research uses a qualitative method with a case study approach. Data was collected through in-depth interviews with three sources: two male teachers and one female teacher, as well as photo documentation of the interviews. The results of the research show that based on the correct source of guidance, namely the Al-Quran and Hadith, it is then developed with an ongoing curriculum and implementation of teaching with the best methods so as to increase students' knowledge in a focused manner and have character cultivation that meets the target.

Mediating Educational Transitions with Near-Peer Role Models in the Language Classroom

Moving from one educational setting to another is often accompanied by various psychological and emotional stressors. In the case of English education in Japan this is exacerbated further by an enduring ideological division in the field between English for test-taking and the use of English as a communicative tool. In order to explore potential avenues for mitigating transitional stress, this study examines the ways in which near-peer role models (NPRMs) might mediate the challenges faced by first-year English students in a Japanese university. Written reactions to two videos of NPRMs discussing their experiences in university were collected from 39 first-year students. This data was then thematically coded and subsequently analyzed for any ways in which listening to the NPRM videos may have aided students in adjusting to their new educational environment. Student responses indicated the NPRMs were considered impressive role models due to their L2 proficiency and positive attitude. They also served as sources of knowledge for learning resources and strategies and offered relatable examples of how to handle language learning challenges. These findings suggest that similar pedagogical interventions utilizing NPRMs may represent a valuable social and symbolic resource providing psychological or emotional support while socializing students transitioning into a new learning environment.

Assessment of ABCDE approach knowledge among residents and interns in multiple Egyptian hospitals, a cross-sectional study

BackgroundThe Airway, Breathing, Circulation, Disability, and Exposure (ABCDE) approach is crucial in emergency care, but there may be variability in adherence among healthcare professionals. Inconsistent application of this approach may lead to variations in patient care quality and outcomes. Identifying the factors influencing adherence can help improve training to ensure more effective application across emergency settings. This study explores the theoretical knowledge of the ABCDE approach among Egyptian resident doctors and medical interns.MethodsAn online survey was conducted in Egypt targeting resident doctors and medical interns. Statistical analyses were performed using SPSS 26 and Excel, descriptive statistics and association tests were used to measure the relationship between knowledge and demographic factors.ResultsThe study included 422 medical residents and interns, with most in university hospitals. The average knowledge score of 59.1% exposed specific gaps in understanding, emphasizing deficiencies in 12 questions answered by less than 50%. Notably, 49.5% acquired ABCDE knowledge from medical school, while 28.2% had ALS/BLS courses. Encouragingly, 91.2% expressed willingness for life support training. Statistical analyses unveiled significant associations between knowledge scores and both medical practice settings and sources of ABCDE knowledge. Surgeons exhibited the lowest knowledge scores among participants, emphasizing the need for tailored interventions across specialties.ConclusionThis study addresses a critical gap in ABCDE approach knowledge among Egyptian resident doctors and medical interns. The study points to the need for focused education, especially for surgeons, to improve emergency care skills and patient outcomes through continued training.

Designing children’s media: taxonomies as a scaffold for learning and attention

ABSTRACT The goal of this study was to develop an educational video that emphasized taxonomic relationships as a means of supporting attention and learning for preschoolers. We used a design study method to iteratively design, develop, implement and evaluate a video. In each iteration we evaluated the success of the video based on children’s attention, as measured through eye-tracking, their recognition of target vocabulary words introduced in the video, and the relationship between attention and vocabulary recognition. In the first iteration we tested 56 children, who were assigned to view the taxonomic video or no video. Children who viewed the video had high levels of attention but were only marginally more likely to identify low-frequency vocabulary words. In the second iteration we altered the content of the video, and tested 88 students, who viewed the taxonomic video, no video, or a thematically-organized video. We found that children in the taxonomic group showed a similarly high level of attention as iteration one but were better able to identify low-frequency vocabulary words. Children’s attention to the video significantly predicted their recognition of vocabulary words. These results suggested that taxonomically-organized videos may have potential as a source of knowledge for young children.

The Significance of Artificial Intelligence in Learning and Education Management in the Light of Philosophy of Education: A Critical Appraisal

The integration of Artificial Intelligence (AI) into the framework of education has spelt out a remarkable landmark in the history of educational revolution. Both in teaching-learning methodologies and management practice, AI is rapidly becoming a pivotal indispensability. Employing qualitative methods of conceptual frame, content analysis and literature review, this paper critically evaluates the significance of AI in learning and education management in the light of philosophy of education. The highlights of the paper include the concepts of AI, learning, education management, and philosophy of education. Philosophical perspectives and ethical considerations in implementing AI technology are also discussed. The capacity of AI to inform personalized learning, enhance intelligent learning, and facilitate data-driven decision making is critically examined. The paper, going forward, explores the transformational role of teachers amid the reality of the AI environmental permeation and centrality, with a focus on the need for teachers to be adequately equipped with requisite skills that promote critical thinking, creativity and innovation. In the process of the critical appraisal, it is discovered that AI has great potentials to engender harmonized and customized learning experiences. It is also discovered that it equally brings, in its wake, hordes of challenges and concerns with regard to the possibility of stripping the human face of education in terms of depersonalization, ethical concerns, danger of data privacy and algorithmic bias. On the basis of the findings, the paper recommends, among others, that stakeholders in education should adopt a balanced approach to the issue of AI in learning and education management. In this model of approach, AI is to be given an ancillary position as a source of information and knowledge in the process of education. In this way, AI will play a complementary role to the time-tested traditional values through which education strives to offer and achieve a comprehensive development of the learner. This will go a long way in addressing the challenges associated with AI, thereby harnessing its transformative potentials in learning and education management.

A Bibliometric Analysis of Neonatal Condition Research in Africa: Volume, Impact, Themes, and Collaboration

Background: The literature has addressed the negative impact of poor neonatal conditions (NCs) across regions. This has drawn attention to the need to improve NCs, particularly in Africa. NCs research can make an important contribution. However, there is no study dedicated to this topic in Africa. A bibliometric analysis of NCs research can assist scientists in planning ongoing and new NCs research and support those involved in developing and implementing strategies to combat poor NCs. Methods: This study used discipline-specific terms to identify articles on NCs published between 2000 and 2019 and indexed in the Web of Science Core Collection (WoS) with at least one African author. A bibliometric analysis was applied to determine the volume, visibility, topics, and collaboration activities related to NCs research. Results: The results show that knowledge on NCs increased between 2000 and 2019; NCs research is concentrated in a few African countries (Egypt, South Africa, Nigeria, Tanzania, and Kenya), and its visibility is below the world average. In general, maternal mortality is the most researched topic and collaborative activities are frequent, mainly international research collaboration (IRC), with the United States of America (USA) and the United Kingdom (UK) being the main partners (they participated in 57% and 28% of all articles with IRC). The collaboration networks are fragile as 43–67% of all links represent one article in 20 years. Conclusions: Ongoing and new NCs research in Africa should consider the main African players and their partners as important sources of knowledge. There is a need to implement strategies to increase NC knowledge in other African countries, expand and strengthen collaboration networks, and diversify the sources of knowledge.

Trusting in Science and Religion

Science relies on trust both in its public reception and in the collaborative collection of evidence, as it is impossible for anyone to verify everything independently. Might the presence of trust in scientific practice help show that trust in religious matters is also rational? Or might scientific practices rather undermine testimony as a source of religious knowledge? Parallels and contrasts between scientific and religious knowledge are common in the literature, despite the plurality of sciences and religions that exist making such comparisons difficult. In this article, I will analyse science-based arguments for and against the reliability of religious testimony. I begin with Mary Midgley’s argument against scientism, and use it to develop a parallel between religious and scientific trust. I then consider two arguments from science against religious trust: the argument from the superiority of science, and the argument from cultural evolution. I argue that utilization of work in social epistemology is helpful for understanding the parallels between scientific and religious trust in a nuanced manner, and that relating specific scientific and religious practices might be more useful than general-level critiques of religious rationality.

Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching

Quality teaching in higher education is enjoying renewed political and scholarly interest in Norway. Building on extant research on teachers at primary and secondary levels, and budding research at the tertiary level, the present investigation focuses on higher education teachers’ beliefs about teaching, motivation, and beliefs about researching and developing teaching. Using data from the Teaching in Higher Education (THE) Survey that was subjected to factor and regression analyses, we found that participants (n = 56) preferred alternative and personal sources of teaching knowledge over formal sources and those offered by academic developers. On the whole, the participants were motivated to teach. Relations were found between beliefs about sources of teaching knowledge and motivation, respectively, and beliefs about research and development of teaching. Implications in terms of the Scholarship of Teaching and Learning and academic development, including the need for increased focus on teacher beliefs and evidence-based practice in higher education, are discussed.

Joint statement on evidence-based practices in mechanical ventilation: suggestions from two Brazilian medical societies

Mechanical ventilation can be a life-saving intervention, but its implementation requires a multidisciplinary approach, with an understanding of its indications and contraindications due to the potential for complications. The management of mechanical ventilation should be part of the curricula during clinical training; however, trainees and practicing professionals frequently report low confidence in managing mechanical ventilation, often seeking additional sources of knowledge. Review articles, consensus statements and clinical practice guidelines have become important sources of guidance in mechanical ventilation, and although clinical practice guidelines offer rigorously developed recommendations, they take a long time to develop and can address only a limited number of clinical questions. The Associação de Medicina Intensiva Brasileira and the Sociedade Brasileira de Pneumologia e Tisiologia sponsored the development of a joint statement addressing all aspects of mechanical ventilation, which was divided into 38 topics. Seventy-five experts from all regions of Brazil worked in pairs to perform scoping reviews, searching for publications on their specific topic of mechanical ventilation in the last 20 years in the highest impact factor journals in the areas of intensive care, pulmonology, and anesthesiology. Each pair produced suggestions and considerations on their topics, which were presented to the entire group in a plenary session for modification when necessary and approval. The result was a comprehensive document encompassing all aspects of mechanical ventilation to provide guidance at the bedside. In this article, we report the methodology used to produce the document and highlight the most important suggestions and considerations of the document, which has been made available to the public in Portuguese.

Joint statement on evidence-based practices in mechanical ventilation: suggestions from two Brazilian medical societies.

Mechanical ventilation can be a life-saving intervention, but its implementation requires a multidisciplinary approach, with an understanding of its indications and contraindications due to the potential for complications. The management of mechanical ventilation should be part of the curricula during clinical training; however, trainees and practicing professionals frequently report low confidence in managing mechanical ventilation, often seeking additional sources of knowledge. Review articles, consensus statements and clinical practice guidelines have become important sources of guidance in mechanical ventilation, and although clinical practice guidelines offer rigorously developed recommendations, they take a long time to develop and can address only a limited number of clinical questions. The Associação de Medicina Intensiva Brasileira and the Sociedade Brasileira de Pneumologia e Tisiologia sponsored the development of a joint statement addressing all aspects of mechanical ventilation, which was divided into 38 topics. Seventy-five experts from all regions of Brazil worked in pairs to perform scoping reviews, searching for publications on their specific topic of mechanical ventilation in the last 20 years in the highest impact factor journals in the areas of intensive care, pulmonology, and anesthesiology. Each pair produced suggestions and considerations on their topics, which were presented to the entire group in a plenary session for modification when necessary and approval. The result was a comprehensive document encompassing all aspects of mechanical ventilation to provide guidance at the bedside. In this article, we report the methodology used to produce the document and highlight the most important suggestions and considerations of the document, which has been made available to the public in Portuguese.

DYNAMICS OF ISLAMIC STUDIES IN THE DIGITAL ERA BETWEEN CHALLENGES AND OPPORTUNITIES

The digital era has significantly transformed various fields, including Islamic studies. This study explores the dynamics of Islamic studies in the digital age, highlighting the challenges and opportunities faced by academics, students, and Islamic educational institutions. With the rise of digital connectivity, access to Islamic knowledge has become more widespread and easily available through online platforms, social media, and learning applications. However, alongside these advancements, challenges have emerged, including the spread of inaccurate information, potential distortion of Islamic teachings, and the rise of superficial understandings of Islam. This study employs a qualitative approach, utilizing literature analysis and in-depth interviews with experts in Islamic education. The findings indicate that while issues related to the validity and authority of knowledge sources remain significant, the digital era also presents valuable opportunities. These include fostering global collaboration, expanding access to Islamic education for broader communities, and developing more interactive and innovative learning methods.

Identifying sources of preservice teachers’ dyslexia knowledge to guide teacher education

This paper presents findings from an exploratory descriptive qualitative inquiry of preservice teachers’ (PSTs’) self-reported dyslexia knowledge sources. The purpose of this research is to provide a baseline understanding of how and where PSTs’ understandings of dyslexia originate to inform teacher educators about sources of misconceptions and to support PSTs’ conceptual growth about dyslexia. Seventy-six PSTs in the United States completed written responses to online learning module questions about dyslexia knowledge sources. Sources of PSTs’ dyslexia knowledge were identified via thematic coding, to include popular media, friends or acquaintances, college coursework, and family. Findings indicate PSTs’ dyslexia knowledge as stemming from sources that perpetuate misconceptions of dyslexia. Discussion centers on the implications of identifying PSTs’ initial knowledge sources for teacher preparation research and practice by guiding PSTs’ conceptual growth regarding dyslexia.

Institutionalized violence in schools and language displacement: the voices of Mapuche speakers and elders.

This article addresses language displacement as a result of the institutionalized violence experienced by the Mapuche people. The objective is to explore, through the voices of Mapuche speakers and elders, the institutionalized violence encountered in schools and its impact on the displacement of the Mapuzungun language. Through discussion groups, we explored ancestral knowledge, language loss, its intergenerational transmission, and how the teaching of Mapuzungun should be approached for future generations. The results show that the elders possess an immeasurable source of knowledge, being the primary bearers of the culture, and propose an epistemology centered on the unity of language and culture.

Community College Pathways to Graduate Study: Examining Community Cultural Wealth Among Transfer Students of Color

ABSTRACT Despite increased attention toward community college transfer (i.e., upward transfer) students in STEM, much remains to be learned about racial equity in post-transfer support. This article uses an asset-based lens to examine the strengths that upward transfer Students of Color bring with them to their receiving universities. Using longitudinal survey data with upward transfer Students of Color in computer science (N = 118), we examine relationships between students’ community cultural wealth, knowledge sources about graduate school, and graduate school-related outcomes. Descriptive and regression-based results document the important role resistant capital (i.e., knowledge and skills developed via behaviors that challenge and transform structures of oppression) and aspirational capital (i.e., ability to sustain hopes and future dreams, even within structurally inequitable environments) may play in shaping graduate degree trajectories among upward transfer Students of Color. Other results suggest that – while receiving information about graduate school from faculty significantly predicted PhD interest – such information was not necessarily readily available to transfer Students of Color. We conclude by discussing strategies to catalyze racial equity in pathways from community college to graduate education.