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Author: Cyrus Schayegh
Publisher: Univ of California Press
ISBN: 9780520943544
Category : History
Languages : en
Pages : 362
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Book Description
In Who Is Knowledgeable Is Strong, Cyrus Schayegh tells two intertwined stories: how, in early twentieth-century Iran, an emerging middle class used modern scientific knowledge as its cultural and economic capital, and how, along with the state, it employed biomedical sciences to tackle presumably modern problems like the increasing stress of everyday life, people's defective willpower, and demographic stagnation. The book examines the ways by which scientific knowledge allowed the Iranian modernists to socially differentiate themselves from society at large and, at the very same time, to intervene in it. In so doing, it argues that both class formation and social reform emerged at the interstices of local Iranian and Western-dominated global contexts and concerns.
Author: Cyrus Schayegh
Publisher: Univ of California Press
ISBN: 9780520943544
Category : History
Languages : en
Pages : 362
Get Book Here
Book Description
In Who Is Knowledgeable Is Strong, Cyrus Schayegh tells two intertwined stories: how, in early twentieth-century Iran, an emerging middle class used modern scientific knowledge as its cultural and economic capital, and how, along with the state, it employed biomedical sciences to tackle presumably modern problems like the increasing stress of everyday life, people's defective willpower, and demographic stagnation. The book examines the ways by which scientific knowledge allowed the Iranian modernists to socially differentiate themselves from society at large and, at the very same time, to intervene in it. In so doing, it argues that both class formation and social reform emerged at the interstices of local Iranian and Western-dominated global contexts and concerns.
Author: Cyrus Schayegh
Publisher: Univ of California Press
ISBN: 0520254473
Category : History
Languages : en
Pages : 352
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Book Description
"A singular scholarly achievement and a valuable contribution to modern Iranian and Middle Eastern history. Schayegh's research promises to fuel ongoing debates concerning modernity and nationalism in Iran and elsewhere."—Firoozeh Kashani-Sabet, author of Frontier Fictions: Shaping the Iranian Nation, 1804-1946 "The author has accomplished the most thorough work of research that I am familiar with in the field of 20th century Iranian history."—H. E. Chehabi, Boston University "A fascinating study of Iranian doctors and scientists and the ways they forged a distinctive route to modernity. This book is rich with insights for the present."—Lynn Hunt, University of California, Los Angeles
Author: Irma Becerra-Fernandez
Publisher: M.E. Sharpe
ISBN: 0765623749
Category : Business & Economics
Languages : en
Pages : 345
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Book Description
This book serves as a complete introduction to the subject of Knowledge Management (KM), and incorporates technical as well as social aspects, concepts as well as practical examples, and traditional KM approaches as well as emerging topics. Knowledge Management: Systems and Processes enhances the conventional exposition of KM with an in-depth discussion of the technologies used to facilitate the management of knowledge in large and small organizations. This includes a complete description of the theory and applications of the various techniques and technologies currently in use to manage organizational knowledge. The discussion of technology is at a level appropriate for the typical business administration graduate student or corporate manager. Special features: * Includes case studies of actual implementations of KM systems, including details such as system architecture * Contains numerous vignettes describing practical applications of KM initiatives at leading firms and governmental organizations * Provides a balanced view of knowledge management, while incorporating benefits and controversial issues, and both technology and social aspects * Extremely current, making extensive use of latest developments in, and examples from, the field of KM * Written by two proficient and recognized researchers in the field of KM
Author: Alexandria Walton Radford
Publisher: University of Chicago Press
ISBN: 022604114X
Category : Education
Languages : en
Pages : 294
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Book Description
Most of us think that valedictorians can write their own ticket. By reaching the top of their class they have proven their merit, so their next logical step should be to attend the nation’s very best universities. Yet in Top Student, Top School?, Alexandria Walton Radford, of American Institutes for Research, reveals that many valedictorians do not enroll in prestigious institutions. Employing an original five-state study that surveyed nine hundred public high school valedictorians, she sets out to determine when and why valedictorians end up at less selective schools, showing that social class makes all the difference. Radford traces valedictorians’ paths to college and presents damning evidence that high schools do not provide sufficient guidance on crucial factors affecting college selection, such as reputation, financial aid, and even the application process itself. Left in a bewildering environment of seemingly similar options, many students depend on their parents for assistance—and this allows social class to rear its head and have a profound impact on where students attend. Simply put, parents from less affluent backgrounds are far less informed about differences in colleges’ quality, the college application process, and financial aid options, which significantly limits their child’s chances of attending a competitive school, even when their child has already managed to become valedictorian. Top Student, Top School? pinpoints an overlooked yet critical juncture in the education process, one that stands as a barrier to class mobility. By focusing solely on valedictorians, it shows that students’ paths diverge by social class even when they are similarly well-prepared academically, and this divergence is traceable to specific failures by society, failures that we can and should address. Watch an interview of Alexandria Walton Radford discussing her book here: http://www.youtube.com/watch?v=F81c1D1BpY0
Author: Harrison, Jonathan
Publisher: Routledge
ISBN: 1317828437
Category : Philosophy
Languages : en
Pages : 416
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Book Description
First published in 2002. This is Volume VI of twelve in the Library of Philosophy series on Ethics. Written in 1971, this text looks at our knowledge of right and wrong and looks at topics of whether our knowledge of morality is a delusion and asks questions around moral judgment and they are subjective, the Universalization principle of a moral sense, God's commandments and human duties and finishes with suggestions of other reasons for actions.
Author: Jeffrey Chin
Publisher: Taylor & Francis
ISBN: 100093750X
Category : Education
Languages : en
Pages : 199
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Book Description
Responding to the sudden and far-reaching implications of the COVID-19 pandemic in college classrooms and on campus, Emerging Stronger assembles an original compilation of chapters that revisit, reframe, and refine the practice of teaching in a fundamentally altered landscape. Cultivated from a wide array of different fields, from sociology and political science to literature and secondary education, expert contributors to this volume extend their scholarship on teaching and learning and offer thoughtful pieces about curricular innovation, teaching tools and techniques, and evidence-based approaches that will interest dedicated faculty in any discipline. The chapters fall into three categories—Modalities of Teaching and Learning, Pedagogical Strategies, and Student Engagement—each of which carry an all-important focus on what readers should know about best practices now and for the foreseeable future. Whether experienced faculty, scholars just starting out in their teaching careers, or aspiring graduate students, readers of this volume will come away with great techniques and strategies, but also community, hope, and opportunity to strengthen their teaching and provide better learning environments in their classrooms.
Author: Richard E. Petty
Publisher: Psychology Press
ISBN: 1317782364
Category : Psychology
Languages : en
Pages : 531
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Book Description
Social psychologists have long recognized the possibility that attitudes might differ from one another in terms of their strength, but only recently had the profound implications of this view been explored. Yet because investigators in the area were pursuing interesting but independent programs of research exploring different aspects of strength, there was little articulation of assumptions underlying the work, and little effort to establish a common research agenda. The goals of this book are to highlight these assumptions, to review the discoveries this work has produced, and to suggest directions for future work in the area. The chapter authors include individuals who have made significant contributions to the published literature and represent a diversity of perspectives on the topic. In addition to providing an overview of the broad area of attitude strength, particular chapters deal in depth with specific features of attitudes related to strength and integrate the diverse bodies of relevant theory and empirical evidence. The book will be of interest to graduate students initiating work on attitudes as well as to longstanding scholars in the field. Because of the many potential directions for application of work on attitude strength to amelioration of social problems, the book will be valuable to scholars in various applied disciplines such as political science, marketing, sociology, public opinion, and others studying attitudinal phenomena.
Author: Bernd Weiler
Publisher: Routledge
ISBN: 1351321587
Category : Law
Languages : en
Pages : 335
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Book Description
Who Owns Knowledge? explores the emerging linkages between the extension of knowledge and the law. It anticipates that the legal system will not only be called upon to adjudicate in matters of creative minds, but will be expected to do so to an ever increasing degree. Linkages between the legal system and knowledge are bound to multiply in modern societies. Ironically, while increasingly relying on knowledge, we are simultaneously investing significant resources into controlling this same knowledge. This includes developing a system of legal governance over how knowledge is extended or enlarged. Such modes of governance may take the form of regulatory legal codes, or legal challenges and judgments that shape the evolution of modern society and potentially transform knowledge itself, as a productive force. Who Owns Knowledge? asks such questions as: What is the appropriate balance of public and private interests involved in this process? How can creative powers, natural resources and indigenous knowledge be protected from either public or private exploitation? Does the law have the power to prevent this exploitation, or is adaptive technology needed? Also, in this identity theft conscious age, how can the rights of the individual be protected against policies allowing access to any kind of information, especially confidential information? The editors and contributors demonstrate that the relationship between knowledge and the law needs to be further researched and discussed. Who Owns Knowledge? is a must-read for those interested in the subjects of intellectual property, the history and development of modern legal and economic systems and their entanglements, and how judicial systems make choices between the legal and economic systems and, especially, between the public and private good and their often opposing interests.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 524
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Book Description
Author: Katherine M. Robinson
Publisher: Springer Nature
ISBN: 3031291956
Category : Education
Languages : en
Pages : 285
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Book Description
This book focuses on elementary and middle school children’s understanding of mathematics as well as the cognitive aspects involved in the development of mathematical knowledge, skills, and understanding. Children’s success in and understanding of mathematics stem from factors beyond the mathematics curriculum. Researchers are increasingly becoming aware of the necessity to consider a complex set of variables when accounting for large individual differences in mathematics achievement. These chapters contribute to how both researchers and educators can consider the multidimensionality of skills involved in developing mathematical knowledge in the middle school years as well as to how this knowledge can be used to enhance practices in the mathematics classroom. Topics include the cognitive and spatial skills involved in mathematics knowledge, the role of motivation in mathematics learning, the neurological processes and development of children’s mathematics skills, the development of understanding of arithmetic and fraction concepts, the factors relating to children’s word problem success, and techniques to promote mathematics understanding. This book and its companion, Mathematical Teaching and Learning, take an interdisciplinary perspective to mathematical learning and development in the elementary and middle school years. The authors and perspectives in this book draw from education, neuroscience, developmental psychology, and cognitive psychology. The book will be relevant to scholars/educators in the field of mathematics education and also those in childhood development and cognition. Each chapter also includes practical tips and implications for parents as well as for educators and researchers.
