A Knowledge factor, allergy history, and environment strongly influence the incidence of Dermatitis, followed by allergy history factors. From the survey results, the problem in this study is the high cases of Dermatitis in the community, which reached 623 points. This study aims to examine the impact of Knowledge, history of allergies, and the environment on the incidence of Dermatitis in the working area of Alue Rambot health center, Darul Makmur District Nagan Raya district. The research method used in this research is analytic with a cross-sectional design. This research was conducted in January 2022, The population in this study is people who suffer from Dermatitis in the working area of the Alue Rambot Health Center, as many as 623 sufferers, the sample in this study was taken based on the Slovin formula with an error rate (0.1), where a sample of 86 respondents was obtained with criteria who were willing to be interviewed and were in the working area of the Puskesmas. Processing data using statistical tests, namely univariate and bivariate analysis, then tested using the Chi-Square test. The study results stated that after being analyzed, it turned out that there was an impact of Knowledge, history of allergies, and the environment affected the incidence of Dermatitis as evidenced by the value (P-value 0.05) with the Prevalence Ratio (7.302, 3.062, and 2.460). The conclusion turns out that the lack of public knowledge about the causes of Dermatitis, the presence of a previous history of allergies, and the environment regarding poor personal Hygiene has a significant influence on the incidence of Dermatitis. Local government advice directly implement socialization about Dermatitis by increasing Knowledge, breaking the chain of causes of allergy recurrence, and improving the cleanliness of the surrounding environment for the formation of work areas whose communities are dermatitis-free.
he Australian Curriculum History, like all curriculum texts, is one version of legitimate knowledge, which has been "produced out of the cultural, political, economic conflicts, tensions and compromises that organise and disorganise a people" (Apple, 1993, p.1). This presentation highlights the 'spaces' and 'places' of the curriculum as representations of particular knowledge and identities. Whose knowledge is privileged and what places and perspectives on place are positioned as significant? How do orientations to spatial markers – local, regional, national, global – seek to organise and disorganise? This paper draws on critical theory and a detailed discourse analysis of the Australian Curriculum History and accompanying professional resources. This analysis examines the way that particular perspectives and judgements about 'significance' privilege and marginalise. The document analysis is complemented by a case study of school practice that positions students as key agents in legitimating local knowledge.
Cree and Ojibwe Traditional Environmental Knowledge and Sturgeon Co-Management in Manitoba takes an interdisciplinary approach to synthesis of Indigenous sturgeon knowledge, history, and social and scientific knowledge. To some degree this research has been driven by information needs for a specific purpose: the viability of sturgeon is threatened, domestic harvest information is lacking, and the knowledge of the sturgeon and Aboriginal relationships is incomplete. The methodology bridging these gaps generates new knowledge for sturgeon conservation efforts, a significant contribution; however, the object of the thesis was more concerned with creating a space from which to consider Indigenous knowledge in sturgeon research. The thesis concludes that to better manage the fishery now and in the future requires a greater appreciation of the marginalized knowledge of fishers and an appreciation for the environmental history of the sturgeon problem. What distinguishes this approach from others is a concern for solving a natural resource problem by including history and culture into what has mostly been a scientific discussion. While integrating TEK into co-management may resolve the sturgeon problem in Manitoba, in practice such integration and its outcome remain tentative. Successful sturgeon co-management has yet to be undertaken. There is a struggle over management options for remnant sturgeon populations in Manitoba. Sturgeon populations are so severely impacted they require interim special protection. Meanwhile, federal and provincial governments are recognizing the inherent rights of First Nations to natural resources. Governments are obliged to manage fisheries with First Nations' interests in mind. The argument is made in the thesis for the necessity of sturgeon co-management both as a means of overcoming previous failures and as a way to decolonize the fisheries. The theory and methodologies used in the thesis are applicable to other environmental studies.
There has been a growing number of research studies in accounting history challenging accounting researchers to re-examine extant explanations for the sustained emergence of accounting (eg., Hopwood [1985], Loft [1986], Miller and O'leary [1987], Miller, et al [1991], Stewart [1992], Hopper and Macintosh [1993]. and Tyson [1993]). These studies have criticised some traditional histories which are "ahistoricaI" and "antiquarian" in nature. They have questioned the methodological stance in exploring the history of accounting. This paper explores an alternative way researching phenomena in accounting under a Foucouldian view, a disciplinary power and knowledge. With this view, it would open accounting researchers' minds to being aware of the broader context of accounting in social phenomena. Accounting is no longer seen as only a technical and neutral apparatus. Accounting as a disciplinary power and knowledge appears not as a single dimensional aspect, but as a complexity of social, political, and economic phenomena in society.
This article concerns the societal history of potato knowledge in early modern Sweden. Focusing on the communication process, it analyses when, how, why, and which type of knowledge of the potato was communicated and ultimately experienced a societal breakthrough in early modern Sweden. The article shows that knowledge of the potato was transformed as it crossed social, spatial, and media boundaries. The breakthrough–which only came in 1749–50–was not the result of a linear, cumulative diffusion process dating from the initial knowledge intervention in the 1650s; instead, it was the result of a particular knowledge network, long devoted to promoting the potato, finally gaining influence over important knowledge institutions, thus making mass communication possible. In the 1720s and 1730s, this network had redefined the potato in the context of agriculture and especially in relation to the phenomenon of famine and crop failure. In the subsequent period, this revised knowledge became increasingly relevant to Swedish society, as the elite became ever more concerned with food security, population policy, and agricultural and fiscal reforms. Finally, following a severe crop failure in the 1740s, political support for a broad knowledge intervention was secured.
This descriptive-quantitative research study determined the knowledge in the local history of the Grade 12 students in Leon, Iloilo, when respondents were classified according to a type of school, family income, place of residence, and exposure and participation in Municipal activities. Through stratified random sampling technique, 233 Grade 12 students of the six secondary schools in the Municipality of Leon Batch 2019-2020 were the selected participants. The data were gathered utilizing a duly-validated researcher-made questionnaire that was delivered via an online Google form to the selected Grade 12 students of the six secondary schools. Using SPSS (Statistical Package for the Social Sciences), the data was tallied, computer-processed, analyzed, and interpreted and set at a .05 level of significance. Students have average awareness of local history and exposure to and participation in various municipal events when classified by type of school, family income, and place of residence. When pupils were categorized according to the type of school, there was a significant difference in their knowledge of local history but no significant differences in their family income or place of residence. Students' knowledge of local history has no significant relationship to their level of exposure and participation in various municipal activities. Students are more knowledgeable about sociocultural history than they do about political history.
This article looks at upper secondary school history teachers' understandings of how historical knowledge is constructed and at the impact this might have on their classroom practice. The article has two objectives: (1) to examine how teachers view the relationship between the past and history – as a basic entry point peek into their epistemic thinking; and (2) to explore their reflexiveness regarding epistemic issues and what their view might mean for their perspectives and their teaching of history, and by extension, whether they see themselves as being political in the process or not. As part of an international, comparative study on history teachers and their epistemic positioning in the teaching of rival histories, we use a mixed-methods approach to present empirical data from Quebec and Sweden. Forming a cross-cultural dialogue, this comparative focus permits us to identify and discuss nuances that emerge in teachers' thinking in two completely different societies that nevertheless share similar democratic and political outlooks when it comes to the teaching of school history. In discussing the relationship between the past and history, it appears that teachers have different understandings of what historical knowledge is, how it is constructed, and the implications these meanings have for their practice. The findings demonstrate that there is a main difference and an important similarity between both sites. The difference is one where Swedish teachers are more inclined to make a clear distinction between the past and history, than their Quebecois counterparts who tend to be less prone to making this distinction clear. The similarity, in turn, refers to a majority of participants who are located in between these two extremities – objectivist and critical – and who demonstrate a case of epistemic "wobbling". In describing the reasons for this difference, namely Quebec's overt quest for nation-building among its various historical communities, the political nature of history teaching comes to light. In ...
This dissertation, "From Colonial to International: American knowledge construction of Korean history, 1880s-1960s" studies how knowledge on Korean history was constructed in the United States while being influenced by Japanese colonial scholarship from the late nineteenth century throughout the Japanese colonization of Korea (1910-1945), and how this knowledge influenced postwar Korean Studies in the U.S., established in the 1960s. Taking a transnational approach, the dissertation looks at how the knowledge on colonized Korea was constructed by multiple national agents—namely Japanese colonial scholars, American missionaries and their children, and Korean nationalist intellectuals—and how their knowledge on Korea, despite their different political purposes, was compatible with and influenced by each other. It also takes a fresh perspective in looking at Korean Studies in the U.S., which has been regarded as the product of Cold War politics during the postwar period, by tracing the earlier influence of prewar knowledge which reflected colonial scholarship. This dissertation argues that the history of colonized Korea was produced as a "discourse of failure" in which its contents were organized in a way to explain Korea's being colonized and losing national sovereignty. From the late nineteenth century in the U.S., this knowledge construction was developed to emphasize Korea's isolationism during the colonial period while partially integrating themes—such as stagnancy and heteronomy—from the Japanese colonial scholarship. This dissertation argues that the transnational co-authorship of Korean history confirmed it as the objective knowledge of Korea. Then, it argues that despite the discontinuity caused by changes in power dynamics, including the Pacific War and the emergence of Cold War politics, many themes from the colonial past were reconfigured to shape the basis of postwar Korean Studies in the U.S. in the 1960s. This dissertation looks at how these reshaped themes came to serve new functions, such as supporting modernization theory within Cold War politics.
Taking as its starting point the increasing importance of the role of digital curators within institutions holding architectural archives, the article aims to elaborate tools coming from intersectional theory and practice in order to produce an understanding of how women and black men are represented in teaching architectural history in an ensemble of emblematic schools of architecture. More specifically, the paper, through the elaboration of concepts and tools coming from the theory of intersectionality, examine how aspects concerning gender and race can be taken into account when establishing a curriculum of teaching architectural history. It is based on the hypothesis that visualisation strategies can show the evolution of the role of women and black people in architectural discourse. Drawing upon Kimberlé Crenshaw's work, and on the impact of the theory of intersectionality on digital humanities and digital labour studies, the project aims to shape a method of digital curation able to conjointly address issues of race, gender, class, ability, sexuality, or other categories of difference while interpreting the primary sources. Particular emphasis is placed on the fact that the intersectional perspective is the endeavour to interrogate its own positionality and the very processes of knowledge production, the project also explores how visualisation strategies can show the evolution of the role of women and black people in architectural discourse. A seminal text by Crenshaw, which is of great significance for the project, is her article entitled "Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color", published in Stanford Law Review in 1991. In this article, Crenshaw argued that "both women and people of color" are marginalized by "discourses that are shaped to respond to one [identity] or the other" (Crenshaw 1991), rather than both. Most recently, the theory of intersectionality was introduced into the digital humanities in order to address issues regarding gender and race conjointly. As far as the field of architecture is con-cerned, the question of race is becoming more present in ongoing debates, as is evidenced by the recently published book Race and Modern Architecture: A Critical History from the Enlightenment to the Present (2020), edited by Irene Cheng, Charles L. Davis II and Mabel O. Wilson, and projects such as the Black Architects Archive (BAA) by Jay Cephas, whose aim was to collect and display the work of Black architects across history in an effort to bring to light underrepresented practitioners in architecture. The same is valid for the question of gender, as appears through the organisation of events including the symposium "The Fielding Architecture: Feminist Practices for a Decolonised Pedagogy", which took place at the University of Brighton in June 2019, and the emergence of collectives such as Feminist Art and Architecture Collaborative, which in its manifest published in the Harvard Design Magazine describes itself as "a transnational coalition of feminists, awake to […] [their] positioning as "Others" within the patriarchy; awake to […] [their] exclusion from unmarked norm(s), awake to [their] […] emergence from a history of subjugation, subordination, and colonization" (FAAC 2018). Starting out from the hypothesis that it is becoming increasingly necessary to address these issues conjointly in the ongoing architectural debates, the paper presents certain methods of teaching architectural history that intend to bring the aforementioned aspects together. An important benefit of tackling gender and race issues simultaneously is the capacity to "address the structural parameters that are set up when a homogeneous group has been at the center and don't automatically engen-der understanding across forms of difference", as Moya Bailey has argued (Bailey 2020). Another noteworthy characteristic of the intersectional perspective is the endeavour to interrogate its own posi-tionality and the very processes of knowledge production. Selective References Bailey, Moya, "All the Digital Humanists Are White, All the Nerds Are Men, But Some of Us Are Brave", in Barbara Bordalejo, Roopika Risam, eds., Intersectionality in Digital Humanities (Amsterdam: Arc Humanities Press, 2020) 9-12. Bilge, Sirma, "Intersectionality undone: Saving intersectionality from feminist intersectionality studies", Du Bois Review, 10(2) (2013): 405-424. Carastathis, Anna, Intersectionality: Origins, Contestations, Horizons (Nebraska: University of Nebraska Press, 2016). Cheng, Irene, Charles L. Davis II, Mabel O. Wilson, eds., Race and Modern Architecture: A Critical Histo-ry from the Enlightenment to the Present (Pittsburgh: University of Pittsburgh Press 2020). Collins, Patricia Hill, Sirma Bilge, Intersectionality (Cambridge: Polity Press: 2016). Cooper, Brittney, "Intersectionality", in Lisa Disch, Mary Hawkesworth, eds., The Oxford Handbook of Feminist Theory (New York: Oxford University Press, 2016). Crenshaw, Kimberlé, "Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color", in Stanford Law Review, 43(6) (1991): 1241-1299. Doyle, Shelby, Leslie Forehand, "Fabricating Architecture: Digital Craft as Feminist Practice", the Avery Review, 25 (2017): 1-10. FAAC, "To Manifest", Harvard Design Maganize 46: No Sweat (2018): 182-189. Harris, Jessica C., Lori D. Patton, "Un/Doing Intersectionality through Higher Education Research", The Journal of Higher Education, 90(3) (2019): 347-372. Marie, Jakia, Donald "DJ" Mitchell Jr., Tiffany L. Steele, Intersectionality & Higher Education: Research, Theory, & Praxis (New York: Peter Lang, 2019). Romero, Mary, Introducing Intersectionality (Cambridge: Polity Press, 2018).
The Industrial Revolution transformed the social, economic, political and intellectual landscape of the United States. This transformation also manifested in a philosophical shift within social work practice, eventually leading to the field seeking professional status. In addition to briefly elaborating on this shift, this paper will discuss how the process of, and commitment to, professionalizing social work has affected the pursuit of knowledge over time, and has resulted, for better or for worse, in a professional emphasis on building practice knowledge through scientific research. As described in more detail herein, there have been mixed reactions and conflicting implications to social work's commitment to positivist and neo-positivist methods as a means of garnering relevant knowledge. The conclusion of this analysis will address how these themes in social work's history influence current practice, and will provide concrete suggestions toward a new direction for the profession.
Stretching beyond its theoretical field, the debates about the purposes of history education are of great importance to curriculum writers and classroom practitioners. The content selection from a broad field of history is connected to what educators deem an overarching purpose of education. With this in mind, this paper aims to examine the purposes of teaching history against the background of the two general theories of education, namely – the theories of a flourishing life and powerful knowledge. While the theory of a flourishing life encourages the development of personal autonomy, allowing individuals to make successful choices, the theory of powerful knowledge examines the importance of traditional academic knowledge for individual success. The paper will also use the context of post-conflict societies, to reflect on the question of possible purposes of history education.
Even though Johannes Schefferus' Lapponia (1673) is a frequently employed source in historical studies on the Sámi people of Fennoscandia, the book's history and the rich reception it aroused early on has never been studied in detail. Written in Uppsala, it was published in Latin for an international learned readership. One of the main intentions behind the work was to counter rumours about the presence of Sámi sorcerers in the Swedish military. In spite of this aspect of the commission, the result was a surprisingly factual account. Schefferus' realistic description of the lappmarks, the regions where the Sámi lived, featured sections on topography, natural resources, plants, and animals. The book described the characteristics, customs, objects and commerce of the Sámi people in detail. This way, it should restore Sweden's reputation and demonstrate that the lappmarks were subject to the Kingdom. Schefferus had never been to the lappmarks. Yet this did not hinder the book's success; already during his works on Lapponia, news about the project spread. Adaptations in English, German, French and Dutch followed quickly. This thesis centres on the coming into existence and development of Lapponia as a book and a piece of literature of knowledge. Based on the original Latin version, I analyse the structures of knowledge and the communicative network surrounding this early modern description of the Sámi people. With the help of archival sources and mainly unpublished letters, I reconstruct the history of Lapponia and its various adaptations. My comparative analysis shows that the versions originating from Lapponia are widely different when it comes to content, structure, layout and literary traditions. Furthermore, I highlight the importance of several spheres of knowledge for the development of Schefferus' monograph and its adaptations. Since he had not visited the area himself, Schefferus had to rely on eyewitness accounts from the northern parts of the Kingdom. Among the authors of these accounts, most of whom were clergymen, there were a few Sámi people. I discuss the role of the letter-writing community known as the Republic of Letters for Lapponia and vice versa. The thesis traces the further reception in the late 17th and early 18th centuries and exemplifies how early modern knowledge about the Sámi was disseminated all over Europe.
Encounters between cultures are also encounters between knowledge systems. This volume brings together a number of case studies that explore how some knowledge in cultural contact zones becomes transient, evanescent, and ephemeral. The essays examine various aspects of cultural, especially colonial, epistemic exchanges, placing special emphasis on the fate of those knowledges that are not easily appropriated by or translated from one cultural sphere into another and thus remain at the margins of cross-cultural exchanges. In addition, the imposition of colonial power is unthinkable without the strategic deployment and use of knowledge; most colonial states, including those of Germany in the Baltic and in West Africa, were knowledge-acquiring machines – yet, acquisition always includes rejection, detainment and subjugation of recalcitrant epistemes. Bringing together insights from various scholarly disciplines, including literary studies, history, historical anthropology, and political science, the essays in this volume investigate how different or unfamiliar knowledge was, and in some cases still is, disarticulated by being belittled, discredited, and demonized. But they also show the strategies of resilience deployed by subjugated and subaltern people: the ways in which certain materials have escaped the coloniality of knowledge – how fragments and shards of other epistemologies remain inscribed in the polyphony and fuzziness of intercultural documents and archives.
Citation: Hoop, Delpha May. Some words on knowledge. Senior thesis, Kansas State Agricultural College, 1891. ; Morse Department of Special Collections ; Introduction: For years of hard and almost ceaseless study, and for what? We have had the book of nature opened wide enough for us to take a peep at some of her wonders as disclosed in botany, entomology, zoology, geology; mathematics means something more to us now than a simple or it may be intricate combination of numbers; we see in the history of individuals and of nations, not a mere succession of facts, but an illustration of the wonderful law of cause and effect; government is no longer a machine, but an embodiment of principles founded upon the general welfare of the governed; the rules of language are found to have reason for their basis; and above and beyond all we better understand the possibilities of the human mind, and know better how to seek the end of human existence. We have been shown how to work and well started upon any live of study or work on one may wish to pursue. But this one thing each graduate values most is the general knowledge and training he receives from his association with teachers and students.
Since the 1961 reunification of French and British Southern Cameroons, discourses of marginalisation, assimilation, "francophonisation", "frenchification" and internal colonisation have emerged in public and academic circles to describe the plight of the minority Anglophone population of Cameroon in the reunified country. An important element of this plight has been the systematic abrogation of the federal constitution that was adopted as basis for the reunification. The calls therefore from the Anglophone populations have mostly revolved around two options: Either a return to federal form of government which was the basis for reunification or the establishment of an autonomous state for Southern Cameroons. Against this backdrop of Anglophone plight linked to reunification, this study sought to analyse Anglophone Cameroonian History textbooks with regards to their application of historical genres and knowledge as it relates to the reunification of Cameroon. The study adopted a qualitative approach using an interpretivist paradigmatic lens. The methodology employed was qualitative content analysis of three purposively selected Anglophone Cameroon History textbooks. The findings revealed that the textbooks employ explanatory, narrative and descriptive historical genres. These genres were all characterised by factorial and consequential explanations of actions of elite historical characters, selected historical events, and places. Furthermore, it was realised that the textbooks made use of a highly overt substantive form of historical knowledge in the explanation of reunification – a form of historical knowledge indicative of rote learning. Lastly, there was an evident discourse of an Anglophone identity or nationalism in the textbooks by function of the historical genre and knowledge types exposed.