Questioning and organization studies

This essay identifies a cleavage in the organisation literature that separates ‘questions’ and ‘questioning’ at a very fundamental philosophical level. On the one hand, the objective notion of ‘questions’ has already been well addressed within organization studies, evident in how scholars have scrutinized questions as objects of analysis; for example, paying close attention to the forms and functions of questions as instruments of research. More recently, the linguistic turn within the social sciences has influenced how organization studies researchers have considered organizations as discursive entities, with debate extending to the discursive nature of ‘questions’. On the other hand, the process of ‘questioning’ remains under-researched. From one perspective, questioning the process of questioning is challenging, but, as we submit, this is precisely where American pragmatism can be helpful. As we explore in this essay, the forward-looking quality of pragmatist inquiry is what motors the process of questioning. Our pragmatist-inflected argument is that questioning does not have to always serve critique and position building in the organization studies field. Rather, questioning out of curiosity can build new dialogue and open up new methodological avenues. This may help change the habitual ways in which we explore ideas, problems and situations in organization studies as well as lead to more democratic forms of organizing. Crucially, in this essay we are not looking for ultimate ‘answers’; rather we hope to excite discussion about questioning by giving prominence to something that is so ubiquitous and taken-for-granted as to be invisible to many of us as an object of inquiry

Ionization Structure and the Reverse Shock in E0102-72

The young oxygen-rich supernova remnant E0102-72 in the Small Magellanic Cloud has been observed with the High Energy Transmission Grating Spectrometer of Chandra. The high resolution X-ray spectrum reveals images of the remnant in the light of individual emission lines of oxygen, neon, magnesium and silicon. The peak emission region for hydrogen-like ions lies at larger radial distance from the SNR center than the corresponding helium-like ions, suggesting passage of the ejecta through the "reverse shock". We examine models which test this interpretation, and we discuss the implications.Comment: 4 pages, 6 figures; To appear in "Young Supernova Remnants" (11th Annual Astrophysics Conference in Maryland), S. S. Holt & U. Hwang (eds), AIP, New York (2001

The Kinematic and Plasma Properties of X-ray Knots in Cassiopeia A from the Chandra HETGS

We present high-resolution X-ray spectra from the young supernova remnant Cas A using a 70-ks observation taken by the Chandra High Energy Transmission Grating Spectrometer (HETGS). Line emission, dominated by Si and S ions, is used for high-resolution spectral analysis of many bright, narrow regions of Cas A to examine their kinematics and plasma state. These data allow a 3D reconstruction using the unprecedented X-ray kinematic results: we derive unambiguous Doppler shifts for these selected regions, with values ranging between -2500 and +4000 km/s. Plasma diagnostics of these regions, derived from line ratios of resolved He-like triplet lines and H-like lines of Si, indicate temperatures largely around 1 keV, which we model as O-rich reverse-shocked ejecta. The ionization age also does not vary considerably over these regions of the remnant. The gratings analysis was complemented by the non-dispersed spectra from the same dataset, which provided information on emission measure and elemental abundances for the selected Cas A regions. The derived electron density of X-ray emitting ejecta varies from 20 to 200 cm^{-3}. The measured abundances of Mg, Si, S and Ca are consistent with O being the dominant element in the Cas A plasma. With a diameter of 5 arcmin, Cas A is the largest source observed with the HETGS to date. We, therefore, describe the technique we use and some of the challenges we face in the HETGS data reduction from such an extended, complex object.Comment: 26 pages, 16 figures, evised version (minor changes), accepted for publication in ApJ (Oct 20 2006

The Formation of the Double Pulsar PSR J0737-3039A/B

Recent timing observations of the double pulsar J0737-3039A/B have shown that its transverse velocity is extremely low, only 10 km/s, and nearly in the Plane of the Galaxy. With this new information, we rigorously re-examine the history and formation of this system, determining estimates of the pre-supernova companion mass, supernova kick and misalignment angle between the pre- and post-supernova orbital planes. We find that the progenitor to the recently formed `B' pulsar was probably less than 2 MSun, lending credence to suggestions that this object may not have formed in a normal supernova involving the collapse of an iron core. At the same time, the supernova kick was likely non-zero. A comparison to the history of the double-neutron-star binary B1534+12 suggests a range of possible parameters for the progenitors of these systems, which should be taken into account in future binary population syntheses and in predictions of the rate and spatial distribution of short gamma-ray burst events.Comment: To appear in MNRAS Letters. Title typo fix only; no change to pape

Scapegoat: John Dewey and the character education crisis

Many conservatives, including some conservative scholars, blame the ideas and influence of John Dewey for what has frequently been called a crisis of character, a catastrophic decline in moral behavior in the schools and society of North America. Dewey’s critics claim that he is responsible for the undermining of the kinds of instruction that could lead to the development of character and the strengthening of the will, and that his educational philosophy and example exert a ubiquitous and disastrous influence on students’ conceptions of moral behavior. This article sets forth the views of some of these critics and juxtaposes them with what Dewey actually believed and wrote regarding character education. The juxtaposition demonstrates that Dewey neither called for nor exemplified the kinds of character-eroding pedagogy his critics accuse him of championing; in addition, this paper highlights the ways in which Dewey argued consistently and convincingly that the pedagogical approaches advocated by his critics are the real culprits in the decline of character and moral education

Spectral Line Imaging Observations of 1E0102.2-7219

E0102-72 is the second brightest X-ray source in the Small Magellanic Cloud and the brightest supernova remnant in the SMC. We observed this SNR for ~140 ksec with the High Energy Transmission Gratings (HETG) aboard the Chandra X-ray Observatory. The small angular size and high surface brightness make this an excellent target for HETG and we resolve the remnant into individual lines. We observe fluxes from several lines which include O VIII Ly$\alpha$, Ly$\beta$, and O VII along with several lines from Ne X, Ne IX and Mg XII. These line ratios provide powerful constraints on the electron temperature and the ionization age of the remnant.Comment: To appear in "Young Supernova Remnants" (11th Annual Astrophysics Conference in Maryland), S. S. Holt & U. Hwang (eds), AIP, New York (2001

Deweyan tools for inquiry and the epistemological context of critical pedagogy

This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey\u27s conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and emotive dimensions of the ongoing failure of institutions to provide ideas that help individuals both recognize social problems and imagine possible solutions. Focusing on Dewey\u27s epistemological framework, specifically tools for inquiry, provides a way to grasp this problem. It also affords some innovative solutions; for instance, it helps conceive of possible links between the regular curriculum and the study of specific social justice issues, a relationship that is often under-examined. The aims of critical pedagogy depend upon students developing dexterity with the conceptual tools they use to make meaning of the evidence they confront; these are background skills that the regular curriculum can be made to serve even outside social justice-focused curricula. Furthermore, the article concludes that because such inquiry involves the exploration and potential revision of students\u27 world-ordering beliefs, developing flexibility in how one thinks may be better achieved within academic subjects and topics that are not so intimately connected to students\u27 current social lives, especially where students may be directly implicated

Schools and the legacy of hybrid buildings

Learning from the past, collecting data on the Italian condition of school buildings, our R&D work aimed to question the design process of school buildings in Italy introducing an innovative model of school, which turned the conventional and isolated, mono-functional and rigid school buildings into interior urban public spaces and porous community hubs to empower the communities around them and to become manifestos of sustainability. Through some built examples of school buildings designed in Italy, the paper discusses the outputs and impact of the introduction of new design layouts, participation projects with different stakeholders and sustainability. The research has guided the introduction of the new Italian guide-lines for school building design, approved in 2013. A future perspective to be explored is the reconsideration of exporting the strategy in different contexts and to design reconsider other public infrastructures turning the mono-functional use of public buildings into hybrid and multifunctional ones

Individual patient data meta-analysis of randomized controlled trials of community occupational therapy for stroke patients

<p><b>Background and Purpose:</b> Trials of occupational therapy for stroke patients living in the community have varied in their findings. It is unclear why these discrepancies have occurred.</p> <p><b>Methods:</b> Trials were identified from searches of the Cochrane Library and other sources. The primary outcome measure was the Nottingham Extended Activities of Daily Living (NEADL) score at the end of intervention. Secondary outcome measures included the Barthel Index or the Rivermead ADL (Personal ADL), General Health Questionnaire (GHQ), Nottingham Leisure Questionnaire (NLQ), and death. Data were analyzed using linear or logistic regression with a random effect for trial and adjustment for age, gender, baseline dependency, and method of follow-up. Subgroup analyses compared any occupational therapy intervention with control.</p> <p><b>Results:</b> We included 8 single-blind randomized controlled trials incorporating 1143 patients. Occupational therapy was associated with higher NEADL scores at the end of intervention (weighted mean difference [WMD], 1.30 points, 95% confidence intervals [CI], 0.47 to 2.13) and higher leisure scores at the end of intervention (WMD, 1.51 points; 95% CI, 0.24 to 2.79). Occupational therapy emphasizing activities of daily living (ADL) was associated with improved end of intervention NEADL (WMD, 1.61 points; 95% CI, 0.72 to 2.49) and personal activities of daily living (odds ratio [OR], 0.65; 95% CI, 0.46 to 0.91), but not NLQ. Leisure-based occupational therapy improved end of intervention NLQ (WMD, 1.96 points; 95% CI, 0.27 to 3.66) but not NEADL or PADL.</p> <p><b>Conclusions:</b> Community occupational therapy significantly improved personal and extended activities of daily living and leisure activity in patients with stroke. Better outcomes were found with targeted interventions.</p&gt