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Considering the total number of citations as the sole indicator of a research paper’s success is not always correct. Furthermore, considering the total number of reads (downloads, views, and usage) is not always correct either. Therefore, this paper proposes a new measure called paper impact effectiveness (PIE) that combines both indicators to evaluate the impact of research papers in order to provide a more realistic and fair indicator. Therefore, the total number of downloads for the most popular papers, selected from a single journal, in addition to total citations from Google Scholar were obtained to prove this paper’s argument. Universities, research ranking agencies, and researchers can use the PIE value to assess the impact (i.e., value) of research papers. [ABSTRACT FROM AUTHOR]

This interview explores the significance of Paper Rocket Productions--an independent film company co-founded by young Indigenous filmmakers in Northern Arizona, USA. The author highlights why their artistic works are exceptional, followed by a discussion with two of the filmmakers and co-founders of the enterprise. The conversation brings attention to their filmmaking, primarily to the forthcoming feature-length documentary Water is Life - Tó éí 'iiná até. This film reveals how the industrialization of the Navajo Nation negatively affects the sacredness of water and traditional ways of life, and the interview calls attention to how Paper Rocket Productions relates and contributes to a decolonizing epistemology. [ABSTRACT FROM AUTHOR]

Featured Application: Using photographs of conspicuous landmarks in mobile maps can enhance the spatial information presented to pedestrians when wayfinding. When wayfinding with mobile maps, the acquisition of spatial knowledge can be limited by relying on automated route instructions and the small map on the screen. Repeating a route without support from navigation aids may be challenging as the user has been focused on their mobile phone and not the surroundings. According to theories of spatial knowledge acquisition, landmarks are environmental elements important in the development of such knowledge. This study examines how different navigation aids impact spatial knowledge, with a particular focus on landmarks. Participants navigated a route using one of three aids: a booklet of sequential landmarks, a booklet of Google Maps screenshots, or a paper map. The landmarks were selected based on their conspicuity and strategic placement along the route. Thirty participants completed tasks assessing their spatial knowledge of the route and surrounding area after walking it. This study, divided into three phases, compared the effectiveness of each navigation aid, highlighting the effectiveness of landmarks in wayfinding. Results indicate that landmarks significantly enhance wayfinding, especially for pedestrians navigating short, pre-set routes without a map. This suggests that incorporating landmarks into mobile maps could improve on-screen spatial information. [ABSTRACT FROM AUTHOR]

Aim/Purpose This study investigates the research profile of the papers published in Interdisciplinary Journal of Information, Knowledge, and Management (IJIKM) to provide silhouette information of the journal for the editorial team, researchers, and the audience of the journal. Background Information and knowledge management is an interdisciplinary subject. IJIKM defines intersections of multiple disciplinary research communities for the interdisciplinary subject. Methodology A quantitative study of categorical content analysis was used for a thematic analysis of IJIKM. One hundred fifty nine (159) papers published since the inauguration of the journal in 2006 were coded and analyzed. Contribution The study provides synopsized information about the interdisciplinary research profile of IJIKM, and adds value to the literature of information and knowledge management. Findings The analysis reveals that IJIKM disseminates research papers with a wide range of research themes. Among the research themes, Organizational issues of knowledge/information management, Knowledge management systems/tools, Information/knowledge sharing, Technology for knowledge/information management, Information/knowledge application represent the five main research streams of IJIKM. The total number of papers on organizational issues of knowledge/information management increased from 16% to 28% during the past6 years. Statistical method was the most common research methodology, and summarization was the most common research design applied in the papers of IJIKM. The paper also presents other patterns of participant countries, keywords frequencies, and reference citations. Recommendations for Practitioners Innovation is the key to information and knowledge management. Practitioners of information and knowledge management can share best practices with external sectors. Recommendations for Researchers Researchers can identify opportunities of cross-disciplinary research projects that involve experts in business, education, government, healthcare, technology, and psychology to advance knowledge in information and knowledge management. Impact on Society Information and knowledge management is still a developing field, and readers of this paper can gain more understanding of the dissemination of the literature of information and knowledge management involved in all relevant disciplines. Future Research A longitudinal study could follow up in the future to provide updated and comparative information of the research profile of the journal. [ABSTRACT FROM AUTHOR]

The qualitative approach is immensely helpful in policy research as it provides a comprehensive, contextually grounded, and nuanced understanding of policy processes and issues. It is characterized by certain epistemological imperatives that demand the collection of rich, diverse data and a thick description of the context. However, conducting fieldwork to collect data required to fulfill these imperatives poses diverse and stiff challenges, especially for young policy researchers in the Indian context. In this background, this paper argues that, while epistemological principles require qualitative researchers to collect rich and diverse data, the researcher’s social identity and the socio-political ground reality in the field pose significant challenges for young policy researchers in collecting field data. More specifically, the paper discusses the challenges posed by different elements of the researcher’s social identity like economic class, caste, gender, and education. It also discusses the challenges posed by different elements of the socio-political ground reality in the field such as socio-economic inequality, gatekeeping, and by politics played by field-level actors like primary contacts, community leaders, participant groups, and public bureaucrats. It draws from the thematic analysis of fieldwork experiences documented (in the form of fieldnotes and different types of memos) by three Indian researchers (including two females) who were collecting qualitative data for three previous and separate qualitative research projects. This fieldwork was carried out in two different states in India. The discussion in this paper will prove helpful, especially to young qualitative researchers, in planning and executing their fieldwork in developing countries, especially in India. [ABSTRACT FROM AUTHOR]

It is assumed that nursing is performed on a scientific knowledge-based approach toward patients that considers the wellbeing of the whole person. The meaning and understanding are essential when conceptualizing the idea of caring for the whole person and how this is applied by nurses in healthcare. However, the meaning and understanding of holism varies widely according to research. The aim of this study was to show how a holistic approach is comprehended in studies about nurses' views to nursing. The study's design adopts an inductive interpretive approach. We conducted a qualitative literature review based on empirical, peer-reviewed studies retrieved from CINAHL Complete, MEDLINE and PsycInfo (EbscoHost). In all 126 papers were included for full text review, 17 papers were eligible for thematic analysis representing a variation in views on a holistic approach to nursing. Findings showed three different approaches: ontological-philosophical oriented: partnership/alliance oriented: help and need oriented. Interpreting the findings through the lens of Heidegger's view on holism - moving from a needs approach to towards a consciousness view, suggests that a deeper ontological awareness is needed to avoid a reductionist understanding of holism related to nursing. A higher degree of complexity in holistic thinking and reflection by visualizing an outcome based on a holistic meaning is suggested. [ABSTRACT FROM AUTHOR]

The paper shows epistemological, methodological and ontological peculiarities of chemistry taken as a classificatory science of materials using experimental methods. Without succumbing to standard interpretations of physical science, chemical methods of experimental investigation, classification, reference, theorizing, prediction and production of new entities are developed one by one as first steps towards a philosophy of chemistry. Chemistry challenges traditional concepts of empirical object, empirical predicate, reference frame and theory, but also the distinction commonly drawn between natural science and technology. Due to its many peculiarities, I propose to treat chemistry philosophically as a special type of science, apart from other sciences. [ABSTRACT FROM AUTHOR]

Researchers have sought to understand how Indigenous and Western knowledge systems can be bridged for development research to be (a) more inclusive of local actors and knowledge and (b) more relevant to the problems it aims to address. Research in Amazonian Indigenous contexts remains dominated by a 'Western' science struggling to accommodate bottom-up development research. This paper examines how Indigenous and Western knowledge is bridged in knowledge co-production with Amazonian Indigenous communities, and what outcomes such bridging incurs. The paper uses a systematic realist review analysing 22 studies. It finds that the bridging of Indigenous and Western knowledge, in co-production with Amazonian Indigenous communities, was based on partnership between Indigenous and scholarly communities. Emphasising mutual respect, power-sharing, and empowerment of Indigenous communities, this bridging contributes to generation of knowledge that is more legitimate and beneficial for all actors involved in the co-production process. However, the paper also observes a gap between knowledge co-production in theory and practice. Power-relations between Western scientists and Indigenous communities need to be further addressed in development research. More work is needed to enhance the legitimacy of knowledge, in order to further empower Indigenous communities to address local challenges according to their own contexts and needs. [ABSTRACT FROM AUTHOR]

In knowledge structure theory (KST), an individual's knowledge state represents the items that the individual can completely solve. Based on the differences in individuals' latent cognitive competence, polytomous knowledge states can be used to partially represent individuals to solve items. This paper explores the construction of polytomous knowledge states and polytomous knowledge structures on a polytomous knowledge domain Q × L . A quasi-ordinal polytomous knowledge space and a polytomous knowledge space can be induced by two different entail relations, respectively. When the polytomous knowledge structure (Q , L , K) on Q × L is determined, accurately evaluating an individual's polytomous knowledge state is the key to providing learning guidance and taking teaching remedial measures for the individual. Therefore, we study the basic assessment procedure for a given polytomous knowledge structure, and a concrete example is designed to illustrate the method presented in this paper. [ABSTRACT FROM AUTHOR]

Focuses on the questions facing social work research. Development of a knowledge base in social work research; Relationship between social work research and education; Influence of stakeholders and service users on social work research priorities; Review of key research papers on research development in social work, including "The Place of Research in Social Work Education," by Karen Lyons, and "Some Thoughts on the Relationship Between Theory and Practice in Social Work," by Nigel Parton; Comments of the author on his paper, "Social Work, Social Networks, and Network Knowledge."

Philosophy in the period immediately after Aristotle is sometimes thought to be marked by the decline of natural philosophy and philosophical disinterest in contemporary achievements in the sciences. But in one area at least, the early third century B.C.E. was a time of productive interaction between such disparate fields as epistemology, physics and geometry. Debates between the sceptics and the dogmatic philosophical schools focus on epistemological problems about the possibility of self-evident appearances, but there is evidence from Euclid's day of a quite different response. The sceptical challenge provoked the development of theories explaining error formation, showing how illusions can be studied systematically and are subject to prediction. Such theories do not legitimate claims about the nature of the underlying entities perceived, but provide justification for forming expectations about future perceptions. While it overtly focuses on purely geometrical considerations, the Euclidean model of optics nonetheless provides support for certain views about the nature of vision and the physics of light. Moreover, by offering a model in which the image received is not thought to be a perspicuous mirroring of the object seen, Euclid may have helped promote a view of perception as something reconstructed from information received, not as a mere form transferred into the eye. The ancient sceptic may indeed have fulfilled his promise to promote inquiry by focusing attention on problems that escape the attention of a hasty theorist. [ABSTRACT FROM AUTHOR]

Comments on Ruth Ginzberg's proposed model of scientific activity centered around social and epistemological structures that have traditionally been the domain of women in western societies. Description of the proposed paradigm; Ginzberg's notion of gynocentric science.

African scholarship plays an important role in asserting the value of African epistemologies and those of the global South in the knowledge economy. This is pertinent to higher education in postcolonial Africa, whose indigenous knowledge systems and intellectual legacies have played peripheral roles because of coloniality and the global neoliberal trends. This paper presents a historical review of a generation of African scholarship that spans from the last half of the twentieth century to date. It does so with the view of exploring the developments, challenges and prospects experienced by African scholars in their pursuit of African knowledges and the decolonisation discourse in the higher education sector. The first part of the paper provides a backdrop through an analysis of some selected major research on the nature of African scholarship published in the last half of the twentieth century, and its contributions to the decolonisation discourse on the continent. The second part examines the nature of contribution of African scholarship to knowledge production in the twenty-first century. That section critically analyses the challenges and opportunities which have been encountered in reshaping the discourses of knowledge production and decolonisation in theory and practice. It is concluded that in its distinctiveness in asserting African and marginalised knowledge systems as valid and relevant, and operating in spaces of struggle, the African scholarship should continue to contribute to the interrogation of the objectivity of Eurocentric, neoliberal thought. The paper recommends the promotion of African scholarship in shaping the decolonisation of knowledge production. [ABSTRACT FROM AUTHOR]

The article presents a list of new book collections related to the humanities. These include "Cognition and the Brain: Philosophy and the Neuroscience Movement," by Andrew Brook and Kathleen Akins, "Reading Epistemology: Selected Texts with Interactive Commentary," by Sven Bernecker and "Movies and the Meaning of Life," by Kimberly Blessing.

Purpose: This paper examines the influence of the normal science tradition, epitomized by the notion that "theory is king", on contemporary accounting research and the epistemological tensions that may emerge as this idea is applied to particular ways of studying accounting. For illustrative purposes, the authors focus on research informed by actor-network theory (ANT) which can be seen as an "extreme case" in the sense that it is, in principle, difficult to reconcile with the normal science aspirations. Design/methodology/approach: The paper offers an analysis based on a close reading of how accounting scholars, using ANT, theorize, and if they do engage in explicit theorizing, how they deal with the tensions that might emerge from the need to reconcile its epistemological underpinnings with those of the normal science tradition. Findings: The findings of this paper show that the tensions between normal science thinking and the epistemological principles of ANT have, in a few cases, been avoided, as researchers stay relatively faithful to ANT and largely refrain from further theory development. However, in most cases, the tensions have ostensibly been ignored as researchers blend the epistemology of ANT and that of normal science without reflecting on the implications of doing so. Originality/value: The paper contributes to emerging debates on the role of the normal science tradition in contemporary accounting research, and also extends recent discussions on the role of theory in accounting research inspired by ANT. The paper proposes three reasons for the observed blending of epistemologies: unawareness of tensions, epistemological eclecticism and various political considerations. [ABSTRACT FROM AUTHOR]

In Yogācāra epistemology, the term prapañca refers to various dimensions of the cognitive process in aspects ranging from consciousness, language formation, the conceptualization of subject–object duality, mental defilements, and ignorance. Given that the Laṅkāvatāra Sūtra conveys the richness of early tenets for both the Yogācāra and Madhyamaka traditions, an investigation of the meaning and discourse context of prapañca is a necessity. This paper conducts a contextual examination of the word prapañca, primarily addressing (1) a range of meanings, (2) possible characteristics, (3) conditions and consequences, especially the associations with the conceptualization (vikalpa) process, and (4) the significance of the elimination of prapañca that the corresponding dialogue implies. This paper finds that prapañca is associated with dualistic conceptualization and the evolution of consciousness within saṃsāra. It shows some qualities of the beginningless conceptual structure of saṃsāric conditioned negativity and is related to language formation. As the discourse in Laṅka adduces it as the root of suffering, liberation from it is a prerequisite for reaching enlightenment and achieving the state of Buddhahood. [ABSTRACT FROM AUTHOR]

Over the last decades, intersex studies has achieved increasing development as a field of critical knowledge, in tight collaboration with discourses developed by intersex activism and human rights bodies. This paper proposes a self-reflexive review of epistemological perspectives in intersex studies within broader discursive fields, through a thematic analysis and comparative framing analysis. This analysis is based on a narrative literature review of academic contributions, activist declarations, and documents issued by human rights bodies conducted over the last decade as a work-in-progress project. Furthermore, it includes results of a scoping review of recent knowledge production in intersex studies carried out in Scopus within the subject area 'social sciences'. This paper focuses on the analysis of the following epistemological perspectives: human rights frameworks, legal perspectives and citizenship theories, reflections on biopolitics, medicalization and iatrogenesis, sociology of diagnosis framework, depathologization perspective, respectful health care models, and reflections on epistemological, methodological, and ethical aspects. The literature review raises questions about the existence of specific intersex epistemologies in intersex studies, their interrelation with discourses contributed by intersex activism and human rights bodies, and the opportunities for a contribution of theory making in intersex studies to the human rights protection of intersex people. [ABSTRACT FROM AUTHOR]

GRADE-CERQual (Confidence in the Evidence from Reviews of Qualitative research) was developed to support the use of evidence from qualitative reviews within policy- and decision-making. To date, the approach has been applied predominantly to aggregative synthesis methodologies and descriptive review findings. GRADE-CERQual guidance recommends the approach be tested on more diverse review methodologies and outputs to support its evolution. This paper contributes to this evolution by reflecting on our experiences of applying GRADE-CERQual to findings that emerged from a recent Cochrane meta-ethnography on childhood vaccination. Specifically, we describe the similarities and differences, challenges and dilemmas we experienced applying the approach to more interpretive versus more descriptive review findings. We found that we were able to apply the core criteria and principles of GRADE-CERQual in ways that were congruent with the methodologies and epistemologies of a meta-ethnography and its findings. We also found that the practical application processes were similar across review finding types. The main differences related to the level of demand placed on the evidence and the level of complexity involved with the decisions. Compared to more descriptive findings, more interpretive findings required evidence that was richer, thicker, more contextually situated and methodologically stronger for us to have the same level of confidence in them. Making the assessments for these findings also involved more complicated forms of judgement. We provide practical examples to illustrate these complexities and how we approached them, which others applying GRADE-CERQual to more interpretive review findings could draw upon. We also highlight areas requiring further discussion, in the hope that this will offer a platform for engagement and the potential future refinement of the approach. Ultimately, this could enhance the usability of GRADE-CERQual for a larger range of qualitative review findings and in turn expand the kinds of knowledges that count within decision-making. [ABSTRACT FROM AUTHOR]

This study investigates undergraduate students' experiences working with a mentor to understand research through the process of publishing scholarly manuscripts. The study is based on a 10-week educational program. Two undergraduate students were integrated into an educational mentoring process to identify and evaluate the research of various scientific manuscripts, such as literature reviews, research questions, hypotheses, and methods. The undergraduate students were exposed to the processes behind the review, research and production of manuscripts. They also worked with their mentors to review a manuscript, an activity that engaged them in the process of editorial work through the manuscript management system. The students then drew concept maps of the publishing process, pre- and post-session. These maps presented evidence of students' knowledge of the complex interactions of the players and issues in the publishing process. The students evaluated the mentoring process and demonstrated their satisfaction with the strength of the program. As a qualitative study and as a result of the study program, a blueprint of an undergraduate course in scholarly publishing was developed, and is presented in the paper. [ABSTRACT FROM AUTHOR]

Students report poor learning goals and study strategies. Educators may encourage better learning by requiring students to complete assessments that promote generative learning. The benefits of engaging in generative processes suggest encouraging them through teaching-to-learn assignments may be helpful. There is little research examining the benefits of teaching-to-learn conducted as part of a classroom curriculum with appropriate control conditions. The current study examines the benefits of teaching-to-learn on conceptual knowledge learning by requiring 53 students to prepare and deliver a lecture in one unit and write a paper in another unit. Students then answered questions covering their lecture and paper topics on both a unit and surprise final exam. Analyses on exams revealed students answered a greater percentage of the questions about their lecture topic correctly (84.91% and 76.23%) than their paper topic (76.98% and 67.92%) on both the unit and final exam respectively. [ABSTRACT FROM AUTHOR]

Background: As evaluations becomes more responsive to the recent focus on issues of diversity, equity, Indigeneity, accessibility, and inclusion, we believe that scholarship and practice of evaluation can be strengthened by engagement with fields such as Hawaiian epistemology. Purpose: This paper explores the implications of Hawaiian epistemology in guiding a decolonizing approach in evaluation practice. Data Collection and Analysis: The paper utilizes multiple sources of information: The writings of a leading Hawaiian epistemologist Manulani Aluli Meyer; our personal experiences in evaluation in varied settings; a webinar we conducted with former students from the Doctor of Education program at the University of Hawaii; and our experiences using the example of evaluations we conducted of a Drop-in center serving homeless and marginally housed individuals in Toronto, Canada. Findings: We identify the following themes from Hawaiian epistemology as being relevant to evaluation practice: (1) embracing heterogeneity and diversity¾moving away from homogeneous standardized approaches; (2) understanding identity, cultural context, and knowledge; (3) ‘aina and a sense of place; (4) valuing relationships; (5) causation and complexity; and (6) aesthetics and valuing. [ABSTRACT FROM AUTHOR]

As British planning education celebrates its centenary, there remain unresolved questions about its distinct disciplinary identity. This paper argues that although planning has evolved into an academic discipline in institutional terms, its intellectual underpinning has remained ill-defined. Periodic changes to planning education have neglected the epistemic aspects of the discipline and the clarification of its distinct identity. Based on a critical review of the evolution of the discipline, structured under five distinct phases, the paper concludes that ambiguity about the nature of planning knowledge may lead to the weakening of its position as a distinct academic discipline. Three key areas are identified as the focus for future debate: space as the discipline's substantive object of enquiry, the nature of integrative knowledge, and the interface between knowledge and action. [ABSTRACT FROM AUTHOR]

Services form an important part of the economy today. Innovation for service firms is as important as for manufacturing, but the innovation process for service firms is comparatively little studied. In this paper, I review the literature there is on the innovation process for service firms, and make two suggestions for formalizing that process. The common thought that service firms do not innovate does not hold. Innovation is, however, often ad hoc for services, and it can therefore be difficult to measure firms' innovation efforts. These points are related to issues of appropriability of the benefits of innovation in services. The two issues primarily discussed in this paper — the possibilities of formalizing and appropriating in case of new service development — are central issues for service firms. It is here that this paper offers some contributions to the existing literature; it does not so much present an overview thereof. [ABSTRACT FROM AUTHOR]

The goal of this paper is to provide an initial defense of a neglected epistemology of value according to which a fundamental mode of access to evaluative facts and properties is constituted by a distinctive kind of feeling, sometimes called 'value feeling'. The paper defends the appeal to value feelings against some objections that have been leveled against it, objections intended to show that it is a nonstarter. The paper argues that these objections can be met and that the view that there are such value feelings constitutes a reasonable hypothesis. [ABSTRACT FROM AUTHOR]

Management and organization studies have long been interested in the social contexts and enduring consequences of individual and collective action. Yet, empirically observing both the situated nature of actions and their ultimate consequences remains challenging. In this paper, we describe microhistory as a complementary approach to grounded and longitudinal studies that reconciles situated action in time with its broader consequences over time. Microhistorical research involves the reflexive use of dual temporal frames: a microtemporal frame suited to an empirically grounded study of individuals in time and a macrotemporal frame accounting for processes of continuity and change in social structures over time. We describe the epistemology, method, and form inherent in theorizing with microhistory and consider its potential for management researchers. Microhistory's approach, we recognize, is well-suited to several phenomena that remain elusive to contemporaneous and longitudinal studies, such as exceptional normal actions, unintended consequences, nonlinear and emergent processes, contingent processes, and unobserved or inconceivable processes. Finally, we consider how microhistory's reflexive temporality offers management scholars opportunities to situate ourselves and our own theorizing in time and to account for evolving consequences over time. [ABSTRACT FROM AUTHOR]

Psychology, and cross-cultural psychology (CCP) in particular, plays a pivotal role in understanding the intricate relationship between culture and human behavior. This paper sheds light on the challenges of inequity and marginalization, especially concerning scholarship from the Global South, which have roots in historical colonial practices. It highlights how intellectual extractivism and the predominance of Western research methodologies often overlook the contributions of Global South scholars and indigenous ways of knowing. Such imbalances risk narrowing the scope of psychological inquiry, privileging American and European perspectives, and undermining the richness of global human experiences. This paper calls for a shift toward more equitable collaborations and the recognition of diverse epistemologies. By advocating for genuine representation in research and valuing local knowledge, it proposes pathways for a more inclusive and authentic exploration of human behavior across cultures. [ABSTRACT FROM AUTHOR]

Choosing an appropriate qualitative methodology in nursing research is a researcher's first step before beginning a study. Such a step is critical as the selected qualitative methodology should be congruent with the research questions, study assumptions, data gathering and analysis to promote the utility of such research in enhancing nursing knowledge. In this paper, we compare focused ethnography by Roper and Shapira and interpretive phenomenology by Benner. Though these methodologies are naturalistic and appear similar, both have different methodological underpinnings. The historical, ontological, epistemological, and axiological philosophy guiding each methodology are described. In addition, the methodological underpinnings of both methodologies and a justification for use in nursing research are provided. This paper will assist future researchers who aim to employ these methodologies in nursing research. [ABSTRACT FROM AUTHOR]

When looking for an account that explains how pain changes consciousness, one finds that most studies in the phenomenology of pain focus either on the outcome of the change, or on how it affects the self, as a conscious object, and the self's experiences in the world of objects. This paper focuses on the mechanism of consciousness, exploring the nature of the change that pain creates in consciousness and how exactly that change occurs. The paper provides a systematic, phenomenological inquiry in three phases: one identifies three essential attributes of consciousness, another identifies three essential attributes of pain, and a third analyses the outcome of the integration between both sets of attributes. The paper demonstrates how the change wrought by pain on the self, as a conscious object, allows the self to breach its boundaries as an object, and experience being a non-object, even if only in part and temporarily. [ABSTRACT FROM AUTHOR]

This paper investigates, in a comparative fashion, the common quest for the Dao by authors of the Xunzi and the Xici zhuan of the Book of Changes to come to terms with political and social crises in Warring States China. Since the two texts adopt both similar and divergent methodologies in their search of the Dao, this paper first examines their similarities in terms of process cosmology, epistemology, and practice of ritual, and then analyzes the divergences in their approaches to the Dao. In particular, the practice of ritual is unveiled as the marker of the Dao within the philosophical framework of both texts, albeit with differing connotations. In the final analysis, this paper discusses both the underlying pragmatic applications of the two approaches in the nuanced philosophical insights they provide into the coordination of human beings with the processes of the cosmos, and their implications in understanding what A.C. Graham calls "the disputers of the Dao". [ABSTRACT FROM AUTHOR]

Mental health services are currently undergoing immense cultural, philosophical, and organisational change. One such mechanism involved in this change has been the recognition of lived experience as a knowledge subset in its own right. Within five Community Health Care Organisations [CHOs] in the Irish mental health services, 2017 marked a new era as the traditional statutory mental health service hired a total of 30 Peer Support Workers. Since then, additional Peer Support Workers were recruited along with the added addition of Family Peer Support Work. The purpose of such positions is to use their lived experiences and the knowledge subset within it to normalise experiences, break down hierarchical barriers and facilitate candid conversations that will allow the service user to progress on their own, self-defined recovery journey. Since it's inception into Irish mental health services, peer support has been line managed by a non-peer discipline. It is this where this paper highlights a potential problem. The paper raises concerns that the supervision conducted by these non-peer professionals could tamper, mutate and destroy the essence of peer support—the transfer and use of lived experience between service users. As such, a recommendation is suggested that the literature pauses discussions as to the mechanism by which lived experience is delivered and instead focus energies on identifying the ontological and epistemological position that underpins the experiences.One potential position to examine is that of constructionism as such knowledge is created or constructed through the fusion of life experiences and sub-concious thoughts and emotions experienced at a particular moment in time which are then entangled together with current information to create a narrative or story that can be therapeutic. It is through this philosophical exercise involviong/including existential themes that the essence of lived experience can be identified, protected, and nourished within mental health discourse. [ABSTRACT FROM AUTHOR]

This paper aims to develop a concept of matter as something both knowable and relevant for the empirical test of our knowledge statements. In light of the debate between logical empiricism and phenomenology, the paper discusses the forms of realism and theory of experience revolving around the observable/unobservable and visible/invisible distinctions. On this basis, a notion of matter is outlined that is based on the concept of forceful quality, rather than on givenness. Finally, it is shown that the concept of forceful quality can be a good candidate for solving the paradox of categorization, by moving beyond the solutions proposed so far. [ABSTRACT FROM AUTHOR]

This paper has two aims. The first concerns the question of whether there is any essential involvement of perspectival thought in intentional agency. I defend the view that the answer is 'no' for one kind of perspectival thought, and 'yes' for a different kind. Agency does not depend on de se thought, but it does depend on de nunc thought. The second aim of the paper is to defend a claim about the significance of this de se–de nunc contrast as a case study. I argue that the contrast is best explained by a picture on which different kinds of perspectival thought are seen as islands. On this picture, an account of the conceptual role of one kind of perspectival thought won't settle much about any other kind of perspectival thought. The picture is proposed as a replacement for the standard picture, on which perspectival thought is seen as a natural cognitive kind. [ABSTRACT FROM AUTHOR]

Knowledge collaboration is the result of knowledge transfer and social interaction among users on knowledge platforms, and its formation mechanism has attracted much attention. Based on the affordance theory, this paper introduces user engagement as a mediating variable to study the relationship between knowledge platform affordances and knowledge collaboration performance. Data collected from 361 valid questionnaires from the Zhihu platform were analyzed by using SPSS 26.0 and Amos 24.0. The results show that knowledge platform affordances have a direct and positive influence on knowledge collaboration performance as well as an indirect influence through user engagement. Expressly, user engagement undertakes three intermediary paths between knowledge platform affordances and knowledge collaboration performance: knowledge affordances-conscious participation-knowledge collaboration performance, knowledge affordances-enthusiasm-knowledge collaboration performance, and social affordances-social interactionknowledge collaboration performance. This paper explores the formation process of knowledge collaboration performance by synthesizing affordance and user engagement theories. It clarifies the fundamental role of knowledge affordances in stimulating users' conscious participation and enthusiasm, and the critical role of social affordances in stimulating social interaction. Therefore, this paper further enriches theories of knowledge collaboration and knowledge platform affordances and provides a practical reference for the strategic optimization and development of knowledge platforms. [ABSTRACT FROM AUTHOR]

Realist evaluation is increasingly utilised across disciplines due to the value of identifying which mechanisms may explain how, and why, particular outcomes are generated in specific contexts. In theory, realist evaluation provides a tangible way to analyse the inherent complexity in many pressing societal challenges. Realist evaluation encourages a mixed methods approach and choosing a suite of methods that are most relevant within a specific project. Yet, navigating a plurality of methods with abstract philosophical concepts brings operational challenges such that, further methodological guidance is needed. Research processes can be opaque and although the relativist epistemology in realist evaluation is acknowledged, the role of the researcher within the research is often unclear. Reflexivity broadly concerns the overt practice to consider how subjective perspective is intertwined in knowledge production. Reflexivity has been a peripheral consideration in realist evaluation to date and this paper outlines what reflexivity entails, how it enhances integrity to realist principles, and practical ways to exercise it. Through a realist lens the evaluation process is itself subject to the impact of mechanisms and reflexivity provides the apparatus to guard against tunnel vision, undertake robust theory generation and adjudication and increase one's awareness of the influence of personal and organisational entities on research processes and outputs. We conclude with a call to action to the realist community to mobilise reflexivity in a consistent and explicit manner. [ABSTRACT FROM AUTHOR]

This paper analyses the phenomenology and epistemology of chatbots such as ChatGPT and Bard. The computational architecture underpinning these chatbots are large language models (LLMs), which are generative artificial intelligence (AI) systems trained on a massive dataset of text extracted from the Web. We conceptualise these LLMs as multifunctional computational cognitive artifacts, used for various cognitive tasks such as translating, summarizing, answering questions, information-seeking, and much more. Phenomenologically, LLMs can be experienced as a "quasi-other"; when that happens, users anthropomorphise them. For most users, current LLMs are black boxes, i.e., for the most part, they lack data transparency and algorithmic transparency. They can, however, be phenomenologically and informationally transparent, in which case there is an interactional flow. Anthropomorphising and interactional flow can, in some users, create an attitude of (unwarranted) trust towards the output LLMs generate. We conclude this paper by drawing on the epistemology of trust and testimony to examine the epistemic implications of these dimensions. Whilst LLMs generally generate accurate responses, we observe two epistemic pitfalls. Ideally, users should be able to match the level of trust that they place in LLMs to the degree that LLMs are trustworthy. However, both their data and algorithmic opacity and their phenomenological and informational transparency can make it difficult for users to calibrate their trust correctly. The effects of these limitations are twofold: users may adopt unwarranted attitudes of trust towards the outputs of LLMs (which is particularly problematic when LLMs hallucinate), and the trustworthiness of LLMs may be undermined. [ABSTRACT FROM AUTHOR]

The study of complex networks with topological indices has flourished in recent years. The aim of this paper is to study the limiting behaviors of Gutman and Schultz indices in random polygonal chains, whose graph-theoretic mathematical properties and their future applications have attracted the interest of scientists. By applying the concepts of symmetry and asymptotics as well as the knowledge of probability theory, we obtain explicit analytic expressions for the Gutman and Schultz indices of n random 2k-vertex chains and prove that they converge to a normal distribution, which contributes to a deeper understanding of the structural features of random polygonal chains and plays a crucial role in the study of the limiting behavior of topological indices and their applications. [ABSTRACT FROM AUTHOR]

The article offers information about information systems. Topics discussed include reviews of knowledge resources which related to accounting, information systems and computer science; talks about contribution of original article and the purpose of the current article in replication; and mention about workshop presentations, and resulting revisions as review process of the journal.

The paper attempts to develop a non-reductionistic and transdisciplinary view on human knowing in the light of the growing development of transdisciplinary practices and sciences. Medicine is one of the oldest; ecology and information science are some of the newer examples of radical transdisciplinarity. I discuss the lack of a recognized place and value of phenomenological knowledge in relation to the general mechanistic scientific ontology that still seems to be the only generally accepted background for the transdisciplinary areas to build on. Ontologically we cannot say much about reality except that it is very complex and dynamic, but still has structures and causal relations of a certain stability, which can be modelled mathematically. We further have to admit that there are aspects of reality that are beyond measuring. I suggest that the dualistic idea of transcendental and eternal mathematical natural laws and an algorithmic programme behind intelligence and language is rejected for its lack of ability to include the phenomenological and existential perspective of science and the practical knowledge beyond words. Instead I am promoting an epistemology, which sees science as only one aspect of our knowledge and sees human knowledge as going beyond language. An opening for the phenomenological aspect is then created in our modern scientistic and mechanistic metaphysics. I suggest a view of knowledge seen as self-organized signification systems based on metaphysical frameworks in social practice. The interpretation of sign in a systematized knowledge framework is actually where the medical sciences started in the classical Greek tradition of Hippocrates. This non-reductionistic framework promises to open towards a non-Cartesian transdisciplinary understanding of the basis for the generation and communication of knowledge in society without giving up what we have gained through the rigour and the methods of the sciences and the logic of philosophical analysis. Copyright © 2000 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper argues that, since epistemological access is at the centre of research on teaching and learning process in higher education, particularly in the South African context, it is therefore important to pay attention to how a hybrid module is designed such that it caters for such access for our students. It further argues that we will be doing ourselves a great harm if such an arduous task is perceived to be the sole responsibility of the subject matter experts (academics) and instructional designers alone, as this requires collaborative contributions of academics, educational technologists, instructional designers, academic developers, and student academic advisors. The involvement of the student academic advisors in the design process is to ensure that student experiences and voices are taken into consideration during the design process. The focus of the paper is narrowed down to the role that the overview page of a hybrid module plays in enhancing epistemological access for students. Hence, dual emphasis is placed on how accessibility and usability should be ensured in the design of the overview page of a hybrid module such that it encourages epistemological access for students. To achieve this, this paper provides an instructional guide on designing the overview page of a module to cater for accessibility and usability in ensuring epistemological access for our students in a hybrid learning environment. [ABSTRACT FROM AUTHOR]

Deuteronomy 23:3, says: "No ... Moabite may enter the assembly of the Lord". This verse is motivated by a discriminatory tendency embedded in the ontology of the Deuteronomist. Interestingly, Deuteronomy 23:3 was used by Ezra-Nehemiah to discriminate against the "Moabites" during the Second Temple. Such ontology is countered by the author of Ruth in the narrative of Ruth during the Second Temple. This demonstrates an ontological "war" within the Bible itself. The primary contestation lies in whether God is exclusive or inclusive. This development necessitates a hermeneutics of suspicion. In the course of history, the "theology" of Deuteronomy has been used to grossly violate the human dignity of many God-fearing African people and many other people of the South for colonial purposes. To exacerbate the situation, there were persistent attempts from some quarters to universalise such a discriminatory biblical perspective. This would feed into the centre–periphery arrangement, with the centre feeding the periphery with such hermeneutics. For this reason, African scholars are implored to be very vigilant against ardent pressures put on the biblical texts by ontological, epistemological, and contextual biases of interpretations. Accordingly, Andrew Mbuvi identifies African Biblical Hermeneutics perfectly when he says it seeks to undo "the very construct of the 'centre-periphery' binary by allowing the possibility of multiple centres"). Kenneth Ngwa, thus, rightly asserts that African Biblical Hermeneutics considers African epistemologies and conditions "to be invaluable and legitimate contexts and resources in biblical interpretation"), drinking from our own wells). In consequence, this paper intends to set a dialogue between Deuteronomy 23:3 and Ruth 4:18–22. This paper aims to examine the understanding of God behind these verses. This paper will then compare the two theologies with the African philosophical concept of God. Harnessing the African concept of Ubuntu, this paper will de-ideologise the two texts and thus will provide a recommendation concerning the two texts. [ABSTRACT FROM AUTHOR]

This paper aims to develop a comparative analysis of the place of emotion from Indian and Western philosophical perspectives. Both Eastern and Indian philosophy consider three mental states as being involved with the arousal of emotions, i.e., cognitive (epistemic), conative (desire), and affective. In Indian philosophy, there is no such single term or specific equivalent definition to the Western term 'emotion.' Further, there is no clear dichotomy (cognitive & non-cognitive) between reason and emotion in Indian culture. In Indian scriptures, there are various, at times intermingled conceptions of emotion. From a religious standpoint, emotion can be an expression of religious devotion (bhakti), and often emotions are viewed as barriers to having true knowledge and are considered a cause of attachment and an obstacle to liberation. After comparing a large amount of discussion on emotion following Western and Indian conceptions, and analyzing some real-life experiences where emotion plays various roles (intellectual, personal, and spiritual) within each philosophical tradition this paper concludes that it is critical to engage in a comparative, collaborative study of emotion. [ABSTRACT FROM AUTHOR]

How did the exhibition in the Chinese pavilion at the 57th Venice Biennale entitled Continuum – Generation by Generation (buxi 不息) mobilize the concept of buxi, which translates literally as “endlessness” or “never ceasing”? What does it mean to conceive of art, the world, and oneself through the lens of buxi, as endlessly intrarelated? This paper delves into this question from a multi-pronged perspective. First, it explains the meaning of buxi and analyzes how the show engages with aesthetic, epistemological, social and political implications of art and the world conceived through a contemporary perspective on the concept of “endlessness”. Second, the paper explores how a reading of the show and the artworks – their adopted aesthetic strategies, media, techniques, and materialities – through the lens of buxi complicates the critical and aesthetic framework for contemporary art in the global context. Finally, the paper evaluates the engagement with buxi – and the respective alternative processual ontology and temporality of art and world – as a useful mode of decolonizing the discipline of art history, even as it emphasizes the importance of adopting a dynamic pluriversal approach that attends to the transcultural relations that shape and reshape the multiplicity of meanings of art in a global framework, its multiple and entangled critical and aesthetic discourses, and the complexity of power structures, and avoids obscuring significant contexts and experiences. [ABSTRACT FROM AUTHOR]

This paper highlights how fieldwork, particularly within the context of the COVID-19 pandemic, has undergone changes in response to the pandemic, considering its significance to knowledge production in the academic arena and beyond. The paper presents different fieldwork related circumstances and innovative practices linked to the COVID-19 crisis in aspects such as securing consent from participants, handling the interview process itself, dynamics surrounding interviewer and participant encounters and how they influence validity of data. A group of 8 students from the Humanities faculty and another 8 from the Sciences faculty were purposively chosen with all drawn from the extended programme. Participants also included 8 academics, 4 drawn from each of the two faculties. The implications of one's position, level of reflexivity, and understanding of epistemological assumptions are also explored. The concepts of positionality and reflexivity are used to examine the diverse ways in which the fieldwork process is mediated. [ABSTRACT FROM AUTHOR]

This paper aims at critically examining the main epistemological and methodological trends in the scholarship of 'student access' and 'success' in South African higher education. This is done with reference to key moments in the process of higher education transformation and the main arguments on the individual, social and institutional factors that impact student achievement. The paper considers three intersecting domains: the knowledge foundational domain, the social domain, and the research discursive domain. It explores how these domains interface with the individual agency of the researcher and the participant with reference to the imagery and imaginary constructed around difference. The paper shows how the analytical discourses of access have largely reflected global theoretical influences which do not always speak to the local context. Thus, the paper calls for de-colonial approaches rooted in epistemic justice that account for the contextual peculiarities of student agency and experience. [ABSTRACT FROM AUTHOR]

What continuities and contradictions can qualitative researchers discern among versions of the grounded theory method? How do contradictions within the method affect research practice? How do new versions of grounded theory advance research practice and critical inquiry? To answer these questions, this keynote address begins with a brief overview of grounded theory for those who are unfamiliar with the method and subsequently discusses the continuities and contradictions between versions of the method. Constructivist grounded theory (CGT) uses the methodological strategies of the original version but builds on its pragmatist heritage, shifts its epistemological foundations, and resolves contradictions in earlier versions of the method. The result means placing grounded theory in the social constructionist tradition, viewing data as co-constructed with research participants, puncturing deeply held methodological preconceptions, and subsequently fostering a heightened methodological self-consciousness. The practice of CGT assists researchers in interrogating their data, nascent analyses, research actions, and themselves each step along the way. Subsequently, researchers can gain awareness of the pervasiveness of Anglo-North American worldviews throughout inquiry. CGT not only aids theorizing and defining and developing emergent critical questions during the research process but also brings power into purview. [ABSTRACT FROM AUTHOR]

Past research has been equivocal about the information sharing and performance effects of knowledge diversity in teams. In an attempt to resolve this equivocality, scholars have suggested that status hierarchy may play a role, proposing that status differences can constrict team-level information sharing in diverse teams by privileging the knowledge of higher-status members and discounting the knowledge of lower-status members. Although there is some evidence to support this notion, there is also evidence to suggest that status differences may amplify information sharing in diverse teams by offering status enhancement incentives to members who share unique knowledge. In this paper, we reconcile these different predictions by suggesting that the effects of status hierarchy on the relationship between knowledge diversity and team information sharing will depend on the stability of the hierarchy. Using a diverse sample of 156 teams across 110 organizations, we found that status differences constricted information sharing in knowledge-diverse teams when hierarchy stability was high and amplified information sharing in knowledge-diverse teams when hierarchy stability was low. These information sharing effects, in turn, affected team performance. Our study highlights how hierarchy stability is critical for understanding whether status differences constrict or amplify information sharing in knowledge-diverse teams. [ABSTRACT FROM AUTHOR]

It is well known that G.E Moore brought about a revival of Realism with his classic "The Refutation of Idealism." Three decades later W.T. Stace wrote an unfortunately less famous paper, "The Refutation of Realism." In that paper, Stace claims that "we do not know that a single entity exists unperceived." This paper provides an interpretation of Stace's argument and maintains that it has yet to be adequately addressed by contemporary epistemology. [ABSTRACT FROM AUTHOR]

A Buddhist system of two truths provides a descriptive framework with criteria for what counts as real in contrast to what does not. This paper looks at the relationship between these two truths in the works of two seventh-century Indian philosophers, Dharmakīrti and Candrakīrti, and draws implications for comparison and contrast with modern scientific understandings of the world. It highlights important features of Dharmakīrti's epistemology that aim to circumvent cultural conventions in a way that resonates with scientific representations of knowledge. It also contrasts this approach with one inspired by Candrakīrti in order to argue for the place of ethics and persons in a hybrid Buddhist–scientific picture of the world. [ABSTRACT FROM AUTHOR]