Principles and Concepts of Social Research: A Critical Examination of Methodology, Methods and Analysis for Emerging Researchers
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This article investigates Locke and Hume’s philosophical theory of color, through a study of the fine art practice of Esref Armagan, a Turkish artist who was born blind. The philosophical theory of color is important to the cultural history of blindness, as it has been used to justify early curricula in schools for the blind. This study is based on the following research question: Can people who are born blind understand color in the fine arts? The study is part of a grounded methodology study of art practices and visual impairment, whose findings informed a participatory study of museum access. This article examines part of the study’s first phase, and focuses on the practice of the blind Turkish artist, Esref Armagan. Data was collected through a translated correspondence interview with Esref Armagan, and an examination of research articles focusing on Armagan’s drawing skills. The study’s data is analyzed using Anderson, Krathwohl, and Bloom’s (2001) learning hierarchy. It is found that Armagan has an extensive knowledge of color and other visual concepts, developed symbolically. What is more, not only does Armagan have a knowledge of color, but he can use this knowledge creatively in accordance with Anderson et al.’s (2001) highest level of learning (level 6). The article concludes that Locke and Hume’s philosophical theory of color can be challenged in the context of the creative fine arts, as Armagan could develop unique, creative images using color. Therefore, our application of the philosophical theory of color on the education of students with visual impairments, and the pedagogical and andragogical practice based on these theories, should be questioned.
In the twenty-first century, biology faces a problem that has previously vexed other disciplines such as physics, namely the prospect that its knowledge domain could be used to generate biological agents with altered properties that enhanced their weapon potential. Biological weapons bring the additional dimension that these could be self-replicating, easy to manufacture and synthesized with commonly available expertise. This resulted in increasing concern about the type of research done and communicated, despite the fact that such research often has direct societal benefits, bringing the dual-use dilemma to biology. The conundrum of dual use research of concern was crystallized by the so-called “gain-of-function” type of experiments in which avian influenza viruses were endowed with new properties in the laboratory such as increased virulence and the capacity for mammalian transmission. After more than a decade of intensive discussion and controversy involving biological experiments with dual-use potential, there is no consensus on the issue except for the need to carry out such experiments in the safest conditions possible. In this essay, we review the topic with the hindsight of several years and suggest that instead of prescribing prohibitions and experimental limitations the focus should be on the importance of scientific questions at hand. We posit that the importance of a scientific question for medical and scientific progress provides a benchmark to determine the acceptable level of risk in biological experimentation.
Interaction Analysis is a technique for capturing quantitative and qualitative dimensions of teacher verbal behaviour in the classroom. As an observational system, it captures the verbal behaviour of teachers and students that is directly related to the social – emotional climate of the classroom. It was developed by Ned Flanders out of Social Psychological Theory and was designed to test the effect of social emotional climate on students’ attitudes and learning. The theoretical assumptions of Interaction Analysis (IA) are that in a normal classroom situation, verbal communication is predominant; the teacher exerts a great deal of influence on the student and the student’s behaviour is affected to a great extent by this type of teacher behaviour exhibited. Flanders’ ten category system that attempts to categorize all the verbal behaviour to be found in the classroom is explored in this paper. The objective is the advocacy for the adoption of FIAC in the instructional process in our public schools, since the quantity and quality of teacher – student interaction is a critical dimension of effective classroom teaching and enhanced learning.
The issue of ‘predatory publishing’, and indeed unscholarly publishing practices, affects all academics and librarians around the globe. However, there are some flaws in arguments and analyses made in several papers published on this topic, in particular those that have relied heavily on the blacklists that were established by Jeffrey Beall. While Beall advanced the discussion on ‘predatory publishing’, relying entirely on his blacklists to assess a journal for publishing a paper is problematic. This is because several of the criteria underlying those blacklists were insufficiently specific, excessively broad, arbitrary with no scientific validation, or incorrect identifiers of predatory behavior. The validity of those criteria has been deconstructed in more detail in this paper. From a total of 55 criteria in Beall's last/latest 2015 set of criteria, we suggest maintaining nine, eliminating 24, and correcting the remaining 22. While recognizing that this exercise involves a measure of subjectivity, it needs to advance in order to arrive – in a future exercise – at a more sensitive set of criteria. Fortified criteria alone, or the use of blacklists and whitelists, cannot combat ‘predatory publishing’, and an overhaul of rewards-based academic publishing is needed, supported by a set of reliable criteria-based guidance system.
Described by the philosopher A.J. Ayer as a work of ‘great originality and power’, this book revolutionized contemporary thinking on science and knowledge. Ideas such as the now legendary doctrine of ‘falsificationism’ electrified the scientific community, influencing even working scientists, as well as post-war philosophy. This astonishing work ranks alongside The Open Society and Its Enemies as one of Popper’s most enduring books and contains insights and arguments that demand to be read to this day. © 1959, 1968, 1972, 1980 Karl Popper and 1999, 2002 The Estate of Karl Popper. All rights reserved.
Introduction
The nature of the following work will be best understood by a brief account of how it came to be written. During many years I collected notes on the origin or descent of man, without any intention of publishing on the subject, but...
Introduction
When on board H.M.S. ‘Beagle,’ as naturalist, I was much struck with certain facts in the distribution of the inhabitants of South America, and in the geological relations of the present to the past inhabitants of that continent. These facts seemed to me...
This paper reports on the first systematic review of literature associated with participatory research involving people identified with sensory impairments and/or intellectual impairments. It was initiated as part of ARCHES, an European Union-funded heritage project. The review sought to examine processes and activities used for organising participatory research involving people identified with sensory and/or intellectual impairments. 54 papers were included, involving studies from 14 countries and varying numbers of participants across different time scales. Insights were gained into use of advisory groups, organisation and support, collecting and analysing data, sharing findings and activity types. Emergent themes enabled an identification of the while of participation. The while represents the tensions, outcomes and component parts which are evident within the multiple moments that span an experience of participatory research. Participation is not about types of activity but how any activity is undertaken.
Authentic intangible cultural heritage (ICH) provides a community with a unique selling point in the globally competitive tourism industry. The process of commodification of ICH, however, has threatened its authenticity and thus sustainable tourism approaches are required to achieve successful transmission and promotion of ICH as a sustainable tourism resource. This paper explores the priorities of ICH practitioners in relation to the development of ICH as a sustainable tourism resource, by utilising South Korea as a case study. The results revealed that from the ICH practitioners’ perspectives, authenticity is a holistic notion integrating the transmitted customs, inherited meanings and the practitioners’ identities. ICH practitioners agree with the potential positive symbiotic relationship between transmission of authentic ICH and promotion of ICH as a tourism resource. To achieve the positive symbiotic relationship, locals’ awareness of ICH, ICH practitioner empowerment and parallel development between tourism development and transmission of ICH are necessary. To date, the practitioner approach to the authenticity of ICH and ICH as a sustainable tourism resource is little explored in the literature, thus this paper makes a valuable addition to the area of sustainable heritage tourism.
"Philosophy as Disability and Exclusion examines the history of ideas on arts in the education of people who are blind in England, from 1688 to 2010. This book also examines a number of the earlier influences on the enlightenment, and the international context of this topic. The two hypotheses on which this study is based are:
(1) Our understanding of blindness in English intellectual culture is less to do with homologous physical characteristics. Instead it is more to do with an ethical philosophy of human capacity.
(2) The arts education of people who are blind through touch tells us much about our psychology of mythologies and the intellectual construction of human thought. Furthermore, the myth that people who are blind are incapable of visual arts and have an enhanced capacity for the musical arts is one of the most engrained modern folklores. It is part of our cultural, intellectual and philosophical conscience.
In the process of investigating these hypotheses, this book argues that philosophies have linked immorality, intelligence and physical ability. These have become connected in ways that are unrelated to eyesight in order to fulfill broader cultural processes of developing social theory. In this book, the process of knowledge creation is termed passive exclusion and is analyzed through an epistemological model of examining disability and exclusion.
CONTENTS
Dedication. Acknowledgements. Preface. Chapter 1: Introduction. SECTION 1: PHILOSOPHICAL AND COGNITIVE STUDIES OF BLINDNESS, TOUCH AND ART Chapter 2: The epistemological model of understanding disability and passive exclusion. Chapter 3: Epistemologies and ontologies of blindness, from da Vinci to Diderot. Chapter 4: A history of empirical research on blindness, touch and the arts, from Charlton Deas to Kennedy and Spence. SECTION 2: AN EXAMINATION OF THE DEVELOPMENT OF ENGLISH INSTITUTIONS FOR THE BLIND Chapter 5: The Philosophies of English Institutions for the Blind. Chapter 6: Creative and Imaginative Education in English Schools for the Blind. Chapter 7: Legal Inclusion in English Education. Chapter 8: The Development of Inclusion in English Museums, Galleries and Monuments. SECTION 3: CONCLUSION Chapter 9: Conclusion. References. Index. Glossary.
REVIEWS
"In Philosophy as Disability & Exclusion: The Development of Theories on Blindness, Touch, and the Arts in England, 1688-2010, Simon Hayhoe takes his readers on an intellectually stimulating journey over three centuries of philosophy. This philosophical thought still influences present day knowledge and the practice of arts education for the blind in England. The author argues that these philosophies have overwhelmingly “linked immorality, intelligence, and physical ability” (p. 2). Hayhoe expresses several goals in writing his text: (a) furthering an understanding of accessibility in the field of disability, (b) uncovering the historical epistemology of disability with its influence on culture and institutions that serve people with disabilities, and (c) reconsidering the ability of people with disabilities to access cultural institutions. His overarching call is for a “new epistemological method of studying difference and ability in humans” (p. 154) to bridge social divisions, rather than relying on stereotypical understandings of morality and ability. The book is divided into three sections. It moves from a wide scope of dense epistemologies and philosophies emerging since the Enlightenment to practical examples of institutions influenced by this thinking." Jessica Bacon & Jaclyn Ingoglia Montclair State University in Teachers College Record"
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Social research yields knowledge which powerfully affects our daily lives. The 'facts' it generates shape not just how we see ourselves and others, but also whether or not we see the existing status quo as normal, just and legitimate. This book examines and questions the methods used by social researchers to produce such knowledge. It focuses chiefly on research into human sexuality and madness. It introduces and critically assesses everything from survey methods to participant observation. It opens up broader philosophical debates about the nature of knowledge, and highlights issues surrounding the ethics and politics of research.
Gender identity disorder (GID) is defined as a strong and persisting cross-gender identification, associated to the discomfort with the biological sex with which subjects were born. Over the last years, the question whether GID really represents a true psychiatric disorder and if it should be included within the upcoming editions of the major diagnostic psychiatric systems or not is generating growing controversies.Objectives
Although GID represents a major challenge for the whole medical community, involves different specialists and posits relevant treatment issues, the scientific literature concerning the psychological and clinical characteristics of GID is still limited and further studies are needed in the field.AimsThe present research is aimed to explore the psychological, personality and clinical profile of subjects with DIG.Methods
To this aim, 100 consecutive adult patients with a standardized DSM-IV-TR diagnosis of GID, were recruited from those attending the dedicated day-care facilities of the Department of Psychiatry of the University of Bari. All included subjects underwent a psychopathological evaluation including general psychopathology (SCL-90), personality traits (MMPI-2), anxiety and depression (Zung scales for anxiety and depression, respectively) self-rated assessment.ResultsPreliminary analyses confirmed that GID subjects did not show pathological personality traits and did not reach standardized cut-off scores for anxiety, depression, or any other general psychopathological item.Conclusions
These results are in line with recent findings on the topic and support the notion that transexualism, although possibly causing negative feelings and psychological distress, might be not considered a psychiatric disorder.
Scitation is the online home of leading journals and conference proceedings from AIP Publishing and AIP Member Societies
In this book Weaver looks at Native American literature in order to reflect on Native American values and spirituality. In 500 years of contact and colonization Christianity has been unable to displace traditional religious beliefs and practice, Weaver notes, and even among Indians who consider themselves Christian, traditional ways are often still important and honored. Many practise syncretism and religious dimorphism, religious pluralism that often produces communal tensions and misunderstandings that undermine the work of community organization. Weaver argues, however, that Native American literature speaks across these divisions and he offers a broad reading of several centuries of literature to develop the idea of "communitism"-a nexus of communal and communitarian values that is the bedrock of Native spirituality. His detailed analysis of a diverse set of writings-biographies, tribal histories, novels, plays, etc.-sheds fascinating light on an important and neglected aspect of American literature.
This study uses a sample of college students (N = 1173) at four American and one Canadian university to examine attitudes toward interracial relationships. The sample allowed for comparison of the attitudes toward interracial relationships at historically Black universities (HBUs) with those at predominantly White universities (PWUs). Results revealed that attitudes toward Black/White relationships were less positive at HBUs, and that overall, Black students disapproved of interracial dating more commonly than White. Results further indicated that approval of Asian/White relationships was higher than approval of Black/White relationships. There were no statistically significant differences between male and female respondents in their attitudes toward interracial relationships. When it comes to the perceived attitudes of parents reported by the students, a clear racial difference became apparent. White students believed their parents had the least favorable attitudes toward Black/White marital and dating relationships.
This book is about differences in intellectual capacity among people and groups and what those differences mean for America's future.(preface) The major purpose of this book] is to reveal the dramatic transformation that is currently in process in American society---a process that has created a new kind of class structure led by a "cognitive elite," itself a result of concentration and self-selection in those social pools well endowed with cognitive abilities. Herrnstein and Murray explore] the ways that low intelligence, independent of social, economic, or ethnic background, lies at the root of many of our social problems. The authors also demonstrate the truth of another taboo fact: that intelligence levels differ among ethnic groups. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(jacket)
Depression is a commonly occurring syndrome characterized by mood-related symptoms; however, it is understudied among trans people (transgender, transsexual, or transitioned). A review of the existing literature on depression revealed eight factors pertinent to trans communities including discrimination, disclosure, identity support, hormones and sex-reassignment surgeries, sociodemographics, socioeconomic factors, substance use, and access to health and social services. This report demonstrates that depression in trans people is a multifaceted condition, which is not easily explained by a single factor. Developing an understanding of such complexities may open the door to more sensitive and appropriate mental health care for trans people.
Although some consideration has been given to the manner in which academic discourse is culture-bound, how the “nondiscursive” conventions and requirements of academic publishing can serve exclusionary functions has not been adequately explored. Meeting the latter requirements is contingent upon the availability of certain material resources. Reflecting on personal experience in trying to meet such requirements from an under-developed region, the author shows the manner in which they serve to exclude Third World scholars from the academic publication process. Though this detachment from Western academic literacy enables the development of an alternative academic culture, it can also lead to the marginalization of Third World scholarship. The exclusion of Third World scholars impoverishes the production of knowledge not only in the Third World, but internationally. Therefore the article finally considers steps that may be taken to ensure a more democratic and mutually beneficial exchange of knowledge.