Knowledge Cartography for Controversies: The Iraq Debate

In analysing controversies and debates—which would include reviewing a literature in order to plan research, or assessing intelligence to formulate policy—there is no one worldview which can be mapped, for instance as a single, coherent concept map. The cartographic challenge is to show which facts are agreed and contested, and the different kinds of narrative links that use facts as evidence to define the nature of the problem, what to do about it, and why. We will use the debate around the invasion of Iraq to demonstrate the methodology of using a knowledge mapping tool to extract key ideas from source materials, in order to classify and connect them within and across a set of perspectives of interest to the analyst. We reflect on the value that this approach adds, and how it relates to other argument mapping approaches

Speaking of Recovery

This empirical study analyzed the language used by six individuals in recovery from alcohol use disorder (AUD) who have been participants in the mutual support organization Alcoholics Anonymous (A.A.) as they described their experiences with AUD and recovery. Participants were all White middle-aged Americans without a college education, a demographic cohort that has been identified as being at elevated risk for premature death due to AUD, drug misuse, and suicide (Case & Deaton, 2017). The findings suggest that participants’ experiences with AUD were associated with a constellation of factors, including culture-bound conflicting social identities, ruptured intimate relationships, and chronic unsuccessful power struggles. The participants described A.A. as playing a central role in recovery, and indicated that A.A. had provided the participants with a narrative template for reconstituting a sober identity. A.A. also offered participants a structured forum in which to rehearse and share their recovery narratives, along with the chance to develop their capacity to receive care and give care to others. The findings support theoretical models of addiction that emphasize the social dimensions of AUD and recovery, and point toward narrative therapy as an approach to addiction counseling

Phenomenology Redux: Doing Phenomenology, Becoming Phenomenological

This article revisits the phenomenological method with particular focus on how it is meaningful for me. The effort is to present this method as a personal journey that has evolved over 13 years and to illustrate how it might become a more accessible approach for meaning-making and serving others. This is partly accomplished by dethroning it from its lofty philosophical perch such that it is available for daily use by practitioners, educators, and researchers. Further accessibility is provided through the presentation of various examples in health care, higher education, and personal reflections on the experience of understanding and employing phenomenology. The article concludes with reflective notes on how it has become embodied in me and the experience of not just doing phenomenology but becoming phenomenological

Peak Learning Experiences: A Group-Based Phenomenological Investigation and Description

This paper explores peak learning (PL) experiences through a semi-longitudinal approach across the life space of multiple groups of learners. Appreciative inquiry (AI) was used to gather data through interviews that resulted in unique examples of PL experiences. Once collected, a novel application of phenomenology was employed to identify the structural elements of participants’ experiences. Finally, thematic analysis was applied to the aggregated structural elements of each group to identify those common to all who participated in the AI. The final synthesis description was written in alignment with the structural themes and could be applied as a qualitative assessment to determine the presence of peak learning in learning environments. The description also serves as a foundation of the idea that may be extended through future research

High atomic weight, high-energy radiation (HZE) induces transcriptional responses shared with conventional stresses in addition to a core "DSB" response specific to clastogenic treatments.

Plants exhibit a robust transcriptional response to gamma radiation which includes the induction of transcripts required for homologous recombination and the suppression of transcripts that promote cell cycle progression. Various DNA damaging agents induce different spectra of DNA damage as well as "collateral" damage to other cellular components and therefore are not expected to provoke identical responses by the cell. Here we study the effects of two different types of ionizing radiation (IR) treatment, HZE (1 GeV Fe(26+) high mass, high charge, and high energy relativistic particles) and gamma photons, on the transcriptome of Arabidopsis thaliana seedlings. Both types of IR induce small clusters of radicals that can result in the formation of double strand breaks (DSBs), but HZE also produces linear arrays of extremely clustered damage. We performed these experiments across a range of time points (1.5-24 h after irradiation) in both wild-type plants and in mutants defective in the DSB-sensing protein kinase ATM. The two types of IR exhibit a shared double strand break-repair-related damage response, although they differ slightly in the timing, degree, and ATM-dependence of the response. The ATM-dependent, DNA metabolism-related transcripts of the "DSB response" were also induced by other DNA damaging agents, but were not induced by conventional stresses. Both Gamma and HZE irradiation induced, at 24 h post-irradiation, ATM-dependent transcripts associated with a variety of conventional stresses; these were overrepresented for pathogen response, rather than DNA metabolism. In contrast, only HZE-irradiated plants, at 1.5 h after irradiation, exhibited an additional and very extensive transcriptional response, shared with plants experiencing "extended night." This response was not apparent in gamma-irradiated plants

Genomic stability in response to high versus low linear energy transfer radiation in Arabidopsis thaliana.

Low linear energy transfer (LET) gamma rays and high LET HZE (high atomic weight, high energy) particles act as powerful mutagens in both plants and animals. DNA damage generated by HZE particles is more densely clustered than that generated by gamma rays. To understand the genetic requirements for resistance to high versus low LET radiation, a series of Arabidopsis thaliana mutants were exposed to either 1GeV Fe nuclei or gamma radiation. A comparison of effects on the germination and subsequent growth of seedlings led us to conclude that the relative biological effectiveness (RBE) of the two types of radiation (HZE versus gamma) are roughly 3:1. Similarly, in wild-type lines, loss of somatic heterozygosity was induced at an RBE of about a 2:1 (HZE versus gamma). Checkpoint and repair defects, as expected, enhanced sensitivity to both agents. The "replication fork" checkpoint, governed by ATR, played a slightly more important role in resistance to HZE-induced mutagenesis than in resistance to gamma induced mutagenesis

Appreciative inquiry in management education: measuring the success of co-created learning

This paper reviews Appreciative Inquiry (AI) and its potential contribution to creating classrooms desired by all participants. It addresses the question of personal contribution to the creation of that which is identified by those responsible for its creation. A brief review of AI’s history and the fundamental ideas behind its practice is followed by a detailed step-by-step approach of how it is applied to a graduate class in Leadership and Management Development. The exercise is situated in the context of student directed learning and the positive possibilities of this exercise in students’ lives. Statistical analysis of a survey created from the identified outcomes is presented. The survey was administered on two occasions over the semester to measure the extent to which the class had accomplished the ideals, and a self-report of students’ contribution to that achievement. Results show a significant relationship between those items that are deemed high priority for the course and students’ assessment of achievement and their contribution to that achievement. Conclusions and implications are included with some questions posed for further research and practice

Scaffolding School Pupils’ Scientific Argumentation with Evidence-Based Dialogue Maps

This chapter reports pilot work investigating the potential of Evidence-based Dialogue Mapping to scaffold young teenagers’ scientific argumentation. Our research objective is to better understand pupils’ usage of dialogue maps created in Compendium to write scientific ex-planations. The participants were 20 pupils, 12-13 years old, in a summer science course for “gifted and talented” children in the UK. Through qualitative analysis of three case studies, we investigate the value of dialogue mapping as a mediating tool in the scientific reasoning process during a set of learning activities. These activities were published in an online learning envi-ronment to foster collaborative learning. Pupils mapped their discussions in pairs, shared maps via the online forum and in plenary discussions, and wrote essays based on their dialogue maps. This study draws on these multiple data sources: pupils’ maps in Compendium, writings in science and reflective comments about the uses of mapping for writing. Our analysis highlights the diversity of ways, both successful and unsuccessful, in which dialogue mapping was used by these young teenagers