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There are many questions surrounding feminism. Since the Women's Movement of the 1960's, there hasbeen an ongoing debate concerning the inclusion of women in leadership roles as well as the role ofwomen in research. The most frequently asked questions concerning women's roles in research, whichparallel those of women's leadership roles and styles, are: Is feminist research typically distinct fromother more mainstream research within the Social Sciences? And are there specific feminist methods?There has been a long-standing debate addressing such questions. If one believes that feminist research isresearch about women, by women, and for women, then one may conclude that there are distinct methodsthat feminists use to study the oppression of women. Also, if one believes, as does Liz Stanley (1993),that there is a direct relationship between feminist consciousness and feminism, then there is research thatis distinctly feminist. However, one could argue that no matter what the political ideologies of theresearcher, the research methods remain the same.In trying to answer the above posed questions, we need to examine not only political ideologies assuggested by Stanley. We also need to examine the goals of research, the assumptions made by theresearcher, the methods utilized by the researcher, the methodology, and epistemology that lay thefoundation for research. All these criteria will assist us in making clear distinctions between feministresearch and mainstream research. Yet, we must keep in mind that many researchers, including feministresearchers, continue to struggle with the very issues presented in this paper, which remain unresolved.Therefore, the purpose of this paper is to grant the reader with an overview of the debates and unresolvedissues surrounding feminist research.

There are many questions surrounding feminism. Since the Women's Movement of the 1960's, there hasbeen an ongoing debate concerning the inclusion of women in leadership roles as well as the role ofwomen in research. The most frequently asked questions concerning women's roles in research, whichparallel those of women's leadership roles and styles, are: Is feminist research typically distinct fromother more mainstream research within the Social Sciences? And are there specific feminist methods?There has been a long-standing debate addressing such questions. If one believes that feminist research isresearch about women, by women, and for women, then one may conclude that there are distinct methodsthat feminists use to study the oppression of women. Also, if one believes, as does Liz Stanley (1993),that there is a direct relationship between feminist consciousness and feminism, then there is research thatis distinctly feminist. However, one could argue that no matter what the political ideologies of theresearcher, the research methods remain the same.In trying to answer the above posed questions, we need to examine not only political ideologies assuggested by Stanley. We also need to examine the goals of research, the assumptions made by theresearcher, the methods utilized by the researcher, the methodology, and epistemology that lay thefoundation for research. All these criteria will assist us in making clear distinctions between feministresearch and mainstream research. Yet, we must keep in mind that many researchers, including feministresearchers, continue to struggle with the very issues presented in this paper, which remain unresolved.Therefore, the purpose of this paper is to grant the reader with an overview of the debates and unresolvedissues surrounding feminist research.

Farmers' organisations can play an important role in defending their members' interests where they are: representative; federated at a level higher than the village; legally and formally accepted by government; and members have in common a profitable economic activity or the production of a key commodity. However, it is also important for there to be a favourable political, legislative, institutional and macro-economic context if strong linkages between farmers' organisations, agricultural research and extension organisations are to develop. In addition, there is a need for : - a continued policy of decentralising national agricultural research institutes; - material incentives for researchers to engage in participatory research and dialogue with farmers' organisations; - establishing consultative frameworks that are more representative of farmers' organisations (not solely involving private farmers). Lastly, it is crucial for farmers' organisations' technical capacities and resources to be strengthened if they are to be able to articulate their needs and demands to agricultural service providers more effectively. [¿] The study examined the role of agricultural research in technology generation and dissemination processes and, more specifically, the role that farmers' organisations and other civil society actors can play in these. The main objective of the study was to highlight the technical, economic and institutional conditions that influence the development of effective collaborative linkages between research systems, farmers and farmers' organisations.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Preface -- New to This Edition -- Features of This Text -- Acknowledgements -- PART I: The Research and Writing Process -- Overview of Part I -- Chapter 1: Grounding Research in Theory -- What Is Theory For? Who Is Theory For? -- Choosing a Theoretical Frame -- Resources -- Frequently Asked Questions -- Exercises for Chapter 1 -- Chapter 2: Topic Selection and Question Development -- Choosing a Topic -- Writing an Initial Subtopic Question -- Defining Variables -- Researching Your Dependent Variable Beyond the Textbook -- Frequently Asked Questions -- Exercises for Chapter 2 -- Chapter 3: Scholarly Literature and the Literature Review -- Getting Started on Your Literature Review -- How to Search the Literature -- Using a Review of the Literature to Shape Your Project -- How to Read Scholarly Journal Articles -- Frequently Asked Questions -- Exercises for Chapter 3 -- Chapter 4: Project Definition and Systematic Investigation -- Project Frameworks -- Choosing Independent Variables and Hypotheses -- Choosing Cases for Research -- Defining and Operationalizing Your Variables -- Collecting Evidence -- Frequently Asked Questions -- Exercises for Chapter 4 -- Chapter 5: Analysis and Writing -- An Overview of the Writing Process -- Writing Each Section of Your Research Paper -- Frequently Asked Questions -- Exercises for Chapter 5 -- PART II: Project Resources -- Chapter 6: International Conflict and National Security -- Types of Conflict -- Levels of Violence -- Types of Intervention -- Actors and Interstate Conflict -- Conflict Resolution -- Terrorism -- General Data Sources for Choosing Cases and Gathering Evidence -- Chapter 7: U.S. Foreign Policy -- Individual Characteristics -- State-Level Analyses -- General Data Sources for Choosing Cases and Gathering Evidence.

Contents -- Editors and Contributors -- List of Figures -- Introduction -- Chapter 1 Technologies, Possibilities, Emergence and an Ethics of Responsibility: Refiguring Techniques -- Abstract -- 1.1 Introduction -- 1.2 What Does the 'Technological Possible' Mean for Digital Visual Research? -- 1.3 What are the Implications of Seeing Researcher Engagement with New and Emerging Technologies as Improvisation Rather Than Innovation? -- 1.4 What Does This Mean for an Ethics of Responsibility in Digital Visual Research? -- 1.5 How Can We Harness Techniques that Involve Digital Visual Technologies for Making or Ensuring Better Futures? -- 1.6 How Can Digital Visual Technologies and Techniques Benefit Collaborations with External Research Partners and Stakeholders to Gain Understandings that Will Enable Us and Them to Better Judge How We Move on into Our Digital Futures? -- 1.7 Summing up -- References -- Chapter 2 Non-human Sensing: New Methodologies for the Drone Assemblage -- Abstract -- 2.1 Introduction -- 2.2 The Drone Body -- 2.3 Drone Piloting and the Wayward Object -- 2.4 Conclusions -- References -- Chapter 3 Immersive Reflexivity: Using 360° Cameras in Ethnographic Fieldwork -- Abstract -- 3.1 Introduction -- 3.2 Visual Practices and Digital Affordances -- 3.3 Locating 360° Cameras Within Photographic History -- 3.4 Sensing the Emplacement of Doing Fieldwork with 360° Images -- 3.5 360° Images: Sharing Fieldwork Experiences -- 3.6 360° Images as Visual Fieldnotes -- 3.7 Concluding Remarks -- References -- Chapter 4 Empathetic Visuality: GoPros and the Video Trace -- Abstract -- 4.1 Introduction -- 4.2 Cameras on Our Bodies: Situating the GoPro -- 4.3 The Video Trace -- 4.4 Cycling with GoPros -- 4.5 Empathy and the Video Trace -- 4.6 The Video Trace and Auto-Ethnography at a Public Event -- 4.7 Conclusion -- References

This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well as central directions followed in empirical research in the domain. The prospective discussion tries to advance research agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention will be made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing.

As art museum education practices get more ambitious in form and content, and to a higher degree inform the overall audience strategies, the need for a research framing is required. The art museum is facing new and high expectation from society and policy makers in terms of being a relevant social and democratic platform inclusive for everyone. To manifest the changes, the institution must draw on all the different museal knowledges, not least the one about the audience. There has been a history of professional hierarchy and knowledge hegemony inside the art museum, where the object-based knowledge has trumped the practice-based. An important reason for this imbalance has been the lack of adequate practice related research methods and a theoretical framing within art museum education. Research in art museum has to a large extent operated within the classical art historical field, but more and more museums are looking to and are drawing on other models outside the museum disciplines to develop new adequate research standards. One of the museums that have undergone a profound change much due to a change in how they think about practice and research, is Tate with research leader Emily Pringle in the lead. Inspired by models within the arts and school system, they have developed a practice-led research method. In this article I will reflect on how and why it is important for art museum educators to do research on their own practice, drawing on both the Tate model and my own experience from working at the National Museum for over ten years.

ABSTRACTSurvey and laboratory experiments are increasingly common in political science. Investment in experimental data collection comes with costs and benefits, particularly for graduate students and advisers. This article describes a set of institutionalized procedures we have adopted with the goal of capitalizing on the advantages that come with experimental research. This includes requiring planning documents, holding research-group meetings, and centralizing data collection. We conclude by discussing the limitations of our approach, ultimately highlighting the need for more disciplinary conversation about how to best structure research groups to produce quality research and advising.

Within the health research context, indigenous people globally have a commitment to provide their own solutions. Māori, the indigenous people of Aotearoa (New Zealand) value the traditional Pōwhiri process of engagement and participation in mental health research. The practices and protocols within the Pōwhiri process (use in the Doctorate of Philosophy (2010) and Auckland University) are premised on the notion of respect and positive relationships between the tangata whenua (hosts or research participants) and manuwhiri (guests or researchers). This paper briefly describes the Pōwhiri process, which may be a model applicable to research with other indigenous cultures.