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Shared Experience (shared + experience)
Selected AbstractsPreparing for Motherhood: Authoritative Knowledge and the Undercurrents of Shared Experience in Two Childbirth Education Courses in Cagliari, ItalyMEDICAL ANTHROPOLOGY QUARTERLY, Issue 2 2000Suzanne K. Ketler This article compares the social settings and teaching organization of two differently structured childbirth education courses in Cagliari, Italy, in order to understand how social processes and contexts work to negotiate authoritative knowledge. Although the explicit goal of both courses was to transmit biomedical knowledge, knowledge based in women's experience nonetheless dominated some course sessions. Thus, I examine the social processes and interactions that enabled women's experiential knowledge to dominate discussions and subsequently share in the authority of biomedical knowledge in some situations. Because few existing studies do so, this article also addresses a gap in our current understanding by exploring not only how experiential knowledge comes to share authority with biomedical knowledge, but also, why it is important that it does. Focusing on the efficacy of differently structured courses, this article informs the planning of future childbirth education courses in similar settings, [childbirth education, authoritative knowledge, reproduction, prenatal care, Italy] [source] The preadult origins of postmaterialism: A longitudinal sibling studyEUROPEAN JOURNAL OF POLITICAL RESEARCH, Issue 5 2009MARTIN KROH Using a research design that traces siblings' preferences for postmaterialist values in Germany over two decades, this article provides new evidence on the origins of value preferences. Focusing on Inglehart's thesis of value change, the combined socialisation and scarcity hypothesis is tested against the social learning hypothesis , a prominent rival account of preadult value preference formation. Sibling estimates show that the shared preadult environment does indeed exert lasting effects on preferences for postmaterialist policies. In addition to the weak effect of the shared experience of socioeconomic scarcity, it is found that the intergenerational transmission of postmaterialism, disregarded by Inglehart's original thesis, plays a significant role in value preference acquisition. The implications of individual-level findings for forecasts of aggregate-level trends in value change are discussed. [source] The Empire's War Recalled: Recent Writing on the Western Front Experience of Britain, Ireland, Australia, Canada, India, New Zealand, South Africa and the West IndiesHISTORY COMPASS (ELECTRONIC), Issue 4 2009John Connor The ninetieth anniversary of the end of the First World War in 2008 was marked with the publication of a number of works in many parts of what was once the British Empire. We saw an increased output in publications on the Western Front. In Britain, the recent literature attempts to rehabilitate Douglas Haig and define the ,learning curve' that enabled the British army to defeat Germany in 1918. In Australia, Canada and New Zealand, the performance of their soldiers on the Western Front is seen as central to national identity and this now focuses on military success rather than sacrifice in a futile war. In India, South Africa and Jamaica, there is a renewed interest in linking the First World War to national identities based on the independence or liberation struggle. In Ireland, the Great War is seen as a shared experience that can link the Nationalist and Unionist traditions in Northern Ireland and the Republic. The article concludes that this interest in the Western Front will continue into the next decade in the lead-up to the centenary of the First World War. [source] Our knowledge ourselves: Engineers (re)thinking technology in developmentJOURNAL OF INTERNATIONAL DEVELOPMENT, Issue 6 2008Gordon Wilson Abstract A re-conceptualisation of technology (and science) in development is claimed to be taking, or have recently taken place. There is more than one variant, but they have in common a pluralist, constructivist conception of knowledge and its importance for development. What, however, do professional practitioners of technology in development say about their values, their mindsets and their practices, and what, if anything, does this sense-making contribute to the re-conceptualisation? Based on interviews with development-related engineers from a previous research project, and analysis of engineer perspectives that are provided on a private sector company website, this exploratory paper offers some preliminary observations. These include: A positive attitude to working with others and their realities, especially but not exclusively other professional realities A concern with enhancing their professional identity The interplay between retrospective reflection and ongoing enactment through projects The motivation associated with a ,can-do mindset' and the importance of creativity for job satisfaction and enhancement The general importance of shared experience gained through working with others. Copyright © 2008 John Wiley & Sons, Ltd. [source] The Case for Economic Reasoning in MBA Education RevisitedAMERICAN JOURNAL OF ECONOMICS AND SOCIOLOGY, Issue 1 2010Lidija Polutnik Laurence S. Moss was a great scholar and author of countless articles and books. During his long career he continued to be excited by economics and history and made these subjects interesting to his students. For almost 30 years, undergraduate students enrolled in his Scams and Frauds class and Contemporary Economic Systems class in large numbers. Larry would engage students to think, to independently question prevailing truths, and to probe further. This essay is a reflection of our shared experience teaching in the full-time MBA program at Babson College. [source] | ||||||||||