Embodied knowledge

Embodied knowledge situates intellectual and theoretical insights within the realm of the material world. Embodied knowledge is sensory; it highlights smell, touch, and taste as well as more commonly noted sights and sounds. Knowledge grounded in bodily experience encompasses uncertainty, ambiguity, and messiness in everyday life, eschewing sanitized detached measurement of discrete variables. Such an epistemology, or way of knowing, resists the Cartesian mind–body split that underlies Enlightenment philosophy and its persistent remnants, including the scientific method and the glorification of objectivity. Embodied knowledge is inherently and unapologetically subjective, celebrating—rather than glossing over —the complexities of knowledge production. Fieldwork, interviewing, writing, and other qualitative methods involve embodied practices performed by actors occupying specific standpoints or positions within cultures. The researcher\u27s body—where it is positioned, what it looks like, what social groups or classifications it is perceived as belonging to—matters deeply in knowledge formation

Spirituality within the Comprehensive Geriatric Assessment Process

In this chapter, Ellingson argues that the comprehensive geriatric assessment ( CGA) , which is used in the development of treatment plans for elderly individuals in poor health, has failed to acknowledge the import of some aspects of the elderly patient\u27s life experiences. Ellingson uses case study analysis to demonstrate the significance of spiritual and religious beliefs and practices and suggests that the CGA model should be expanded to include explicit coverage of spirituality and religious issues

The Performance of Dialysis Care: Routinization and Adaptation on the Floor

Previous studies of communication in dialysis centers primarily focused on communication between nurses and patients. In this study, ethnographic methods were used to explore the dominant communication performances enacted by dialysis staff members, including registered nurses, patient care technicians, technical aides, a social worker, and a dietitian. Findings suggest a dialectic between extreme routinization of care and continual adaptation. The dominant routine involved repeating the same preparation, treatment, and discharge process 3 shifts per day, thrice weekly for each patient. At the same time, near-constant adjustments to scheduling, coordination of tasks, and problem solving were needed to maintain the performance of repetition. The balancing of this dialectic has significant implications for new staff training and socialization, understanding the role of technology and routine in dialysis and in health care systems more generally, and in further theorizing the role of unbounded communication interactions in health care

Disability

People with disabilities (PWD) are the fastest growing minority social group in the world. Moreover, this group is one in which many, if not all individuals, will eventually join due to accidents, injuries, illnesses, wear and tear on aging bodies, and genetic factors. Disabilities can be physical, cognitive, social, and/or emotional. The disability community overlaps with people of all races, ethnicities, age groups, genders, sexual orientations/ expressions, and socioeconomic statuses, although PWD are overrepresented among people who are economically disadvantaged and under-served in health care, environmental safety, nutrition, and other basic needs. While the proportion of people with disabilities increases with age, the majority of people with disabilities remains under the age of 65

THE ALLOCATION OF RESEARCH PERSONNEL: ADMINISTRATORS' RESPONSE TO EXPECTED RATES TO RETURN

Research and Development/Tech Change/Emerging Technologies,

Academic Aunting: Reimaging Feminist (Wo)Mentoring, Teaching, and Relationships.

In this essay, we explore the potential of aunting relationships for rethinking feminist selves and relationships, especially in academic settings. Relationships between generations of academic feminists have often been described using mother-daughter metaphors. We suggest some limitations to framing teaching and learning across academic generations (e.g., teacher-student) and among colleagues (e.g., peer review of scholarship) using maternal imagery. We then argue that the figure of the aunt offers a powerful trope for negotiating relationships between the waves of academic feminism. Aunts provide a generative alternative to mothering and sisterhood as frameworks for feminist womentoring, teaching, and scholarly reviewing

Exploring young adults\u27 perspectives on communication with aunts

Women are typically studied as daughters, sisters, mothers, or grandmothers. However, many, if not most, women are also aunts. In this study, we offer a preliminary exploration of the meaning of aunts as familial figures. We collected 70 nieces\u27 and nephews\u27 written accounts of their aunts. Thematic analysis of these accounts revealed nine themes, which were divided into two categories. The first category represented the role of the aunt as a teacher, role model, confidante, savvy peer, and second mother. The second category represented the practices of aunting: gifts/treats, maintaining family connections, encouragement, and nonengagement. Our analysis illuminates important aspects of aunts in family schema and kin keeping

A Study of the Relationship of Socio-Economic Status to School Achievement and Intelligence

It was the purpose of this study (1) to examine the relationship between socioeconomic status and intelligence, of eighth grade students in the same school system, and their achievement in certain school subjects; (2) to show the relationship of a selected instrument for the measurement of socioeconomic status to school achievement and intelligence; and (3) to present the significance of these findings and their application in a school situation

Most of the genetic covariation between major depressive and alcohol use disorders is explained by trait measures of negative emotionality and behavioral control

Background Mental health disorders commonly co-occur, even between conceptually distinct syndromes, such as internalizing and externalizing disorders. The current study investigated whether phenotypic, genetic, and environmental variance in negative emotionality and behavioral control account for the covariation between major depressive disorder (MDD) and alcohol use disorder (AUD). Method A total of 3623 members of a national twin registry were administered structured diagnostic telephone interviews that included assessments of lifetime histories of MDD and AUD, and were mailed self-report personality questionnaires that assessed stress reactivity (SR) and behavioral control (CON). A series of biometric models were fitted to partition the proportion of covariance between MDD and AUD into SR and CON. Results A statistically significant proportion of the correlation between MDD and AUD was due to variance specific to SR (men = 0.31, women = 0.27) and CON (men = 0.20, women = 0.19). Further, genetic factors explained a large proportion of this correlation (0.63), with unique environmental factors explaining the rest. SR explained a significant proportion of the genetic (0.33) and environmental (0.23) overlap between MDD and AUD. In contrast, variance specific to CON accounted for genetic overlap (0.32), but not environmental overlap (0.004). In total, SR and CON accounted for approximately 70% of the genetic and 20% of the environmental covariation between MDD and AUD. Conclusions This is the first study to demonstrate that negative emotionality and behavioral control confer risk for the co-occurrence of MDD and AUD via genetic factors. These findings are consistent with the aims of NIMH's RDoC proposal to elucidate how transdiagnostic risk factors drive psychopathology

The poetic is political….and other notes on engaged scholarship

Instrumental and objectivist logics maintain a hegemonic place in Western scholarship, reasoning skills powerfully equipped to address certain dilemmas even as they may obscure other ways of knowing. In this chapter, we enlarge dominant notions of rationality by offering an aesthetic view of knowledge as vital for engaged communication scholarship. Our interest in aesthetic logics parallels concerns that have led scholars to develop feminist practices of inquiry (e.g., Harding, 1998; Hesse-Biber, 2007), interrogate the aesthetics of representations in West-centric knowledge structures from postcolonial and Subaltern Studies standpoints (e.g., Broadfoot & Munshi, 2007; Dutta, 2007, 2008), focus on autoethnographic and poetic accounts ( e.g., Carr, 2003; Ellingson, 2009), introduce reflexivity and the politics of personhood in the scholarly process ( e.g., Harding, 1991; Reinharz, 1992), and adopt narrative and dialogic understandings of knowledge constructions (e.g., Frank, 2005; Harter, 2005). Loosely coupled, these research trajectories advance alternative rationalities for witnessing and answering salient social issues. We argue for the theoretical and practical incorporation of aesthetic rationalities in engaged scholarship-logics of poss ibility that cultivate individuals \u27 capacities to imagine otherwise. Reimagining scholarly inquiry to reflect and embrace aesthetic logics requires us to rethink our methods of data collection, analysis, and representation and our own roles as researchers and writers . When we resist the art/science dichotomy, opportunities abound for sensemaking and representation that embody aesthetic ways of knowing. Furthermore, rejection of dichotomous thinking opens up possibilities for listening to ways of knowing that lie beyond the realm of Eurocentric knowledge structures (Dutta, in press). Even after the interpretive turn, instrumental and objectivist logics often underlie and sometimes constrain the processes and products of social scientific research (Denzin & Lincoln, 2005). Traditional structures and modes of research offer important but limited conceptualizations of knowing. We can open ourselves to other ways of asking questions that include overt attention to aesthetic sensibilities . We need not reject or abandon traditional modes of research. Instead, we can enlarge the realm of possibilities for what counts as accepted research practices and advance methods for studying the aesthetic nature of communal life (Ellingson, 2009). In this chapter, we develop an understanding of rationality that incorporates imagination, and we explore methodologies that draw on creative sensibilities. We then articul ate the salience of creativity for rendering credible previously subjugated voices, and we articulate its value for engaged communication theory and research