Search

After 9/11, the academic study of terrorism flourished as more government resources were focused on counterterrorism efforts. As the focus slowly shifted towards P/CVE or Preventing and Countering Violent Extremism, more and more articles lauded the potential benefits of including Formers. The idea behind that was that experience equals expertise. Formers have been valuable data sources as research participants. However, the current trend has seen Formers leave that role and take on far more complicated and sophisticated roles, such as deradicalization experts, claiming to help people leave extremism. This policy paper focuses on the evidence, specifically the lack of evidence, to support the prevailing assumptions regarding the effectiveness of Formers and dissects the ethical issues arising from their involvement in P/CVE. The paper ends with policy recommendations to shift P/CVE activities and research toward a more empirically-grounded model. Since P/CVE initiatives involve a variety of actors, from academic researchers to the media to practitioners, this paper is not aimed at one field or profession. Rather, it is intended for everyone involved in P/CVE-related activities, including research.

This article examines the process of including people deemed to have intellectual disabilities in the dissemination of knowledge through academic journals. It takes a self-ethnographic look at the experience of two researchers co-writing a scientific paper with two individuals deemed to have intellectual disabilities. After presenting current knowledge on research participation with a focus on issues of knowledge and power-sharing with people deemed to have intellectual disabilities, the authors explore the stages of writing, dissemination, and authorship in inclusive research practices.

Community-based research, that is, the meaningful involvement of affected populations in the production of scientific knowledge that concerns them, is a political struggle and an ethical necessity. Coalition PLUS, an international network of organizations (most of them NGOs) fighting against HIV and hepatitis, created a community-based research laboratory (CBRL) composed of people from more than sixteen countries and various disciplinary fields. The objectives of the CBLR are to build research capacity, ensure collaboration with local and international academic research centers, and develop international research projects. The CBRL acts as a bridge between different partners, reconciling sometimes divergent interests, and must provide mediation and support to promote dialogue, transparency, and a relationship of trust between the communities and academic researchers. However, the need for scientific legitimacy obliges us to continuously seek a balance between responding to the needs of the field and using rigorous scientific methods, while optimizing and prioritizing existing resources. The permanent quest for this balance has led the CBRL to reorganize its mode of operation to optimize existing synergies with academic research laboratories, with a view to asserting its scientific legitimacy and continuing to contribute to social transformation through community-based research that is both innovative and of high quality. This paper provides a critical reflection on the issues, challenges, practices, and solutions of community-based research within the Coalition PLUS network.

Copyright of Natures Sciences Sociétés is the property of EDP Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper presents the research and training experiences with an intercultural perspective, developed in the Movimento di Cooperazione Educativa (MCE). Firstly, the Gruppo Nazionale di Antropologia Culturale (GNAC), born in the 70s, was committed to deconstruct the ethnocentric frames in which scholastic knowledge, especially in the didactics of history, was built in the educational contexts. Secondly, the Scuola Interculturale di Formazione (SIF), which arose in the second half of the 90s, claims a specific intercultural training in light of more and more heterogeneous and complex school contexts and new professional training needs. The paper presents some evidence collected by using both bibliographic sources and oral histories, to improve and spread a reflective, democratic and cooperative perspective in multicultural educational contexts.

The aim of the article is to analyse trends in the field of digital management of graphic archives in the context of the rapidly changing information environment, to consider issues of data security and accessibility. To raise the issue of popularising the study of the bookplate as an independent genre in the fine arts and as a historical document that attests to the era, events and people. The history of ex-libris goes back to ancient times, with the appearance of the text and its first owner. This history is multifaceted, diverse and touches on various aspects of the worldwide development of human culture. The development of bookplate collecting and the study of bookplates dates back to the Middle Ages, from which time we can trace the history of the transformation of the bookplate from a bookmark with a protective function to an independent art object and collector’s item. This paper examines several modern methods of organising and preserving an ex-libris collection, providing an overview of the key technologies involved in these processes, drawing on contemporary and historical research. The research results are primarily intended for use in the collections of the Pushkin Museum in Chișinău and are based on the largest ex-libris collection in the country, which includes over 15,000 items. The collection needs to be described, systematised and assigned in order to prepare it for further research and exhibitions.

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lengas is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Vie et Sciences de l'Entreprise is the property of ANDESE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pédagogie Médicale is the property of EDP Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this study is to map the international networks of research, circulation, and scientific communication in the history of education, at a global level. In order to do so, we analyse the activity of the International Standing Conference for the History of Education (ISCHE). The focus is placed on the following: the make-up and organisation of the community of education historians; the arenas set up to encourage collaboration, debate and consensus in research in the field; collaboration among researchers, and the influence of transnational perspectives; avenues of research and areas of focus; and the communication channels by which ideas and findings are published and exchanged. The documentary sources used are the minutes of ISCHE annual congresses and general assemblies, alongside other research and previous studies. The main variables are: the language in which papers are published; the countries from which the authors come; international collaboration among authors; the historical period analysed; and the country or region being studied. After examining over 3600 contributions, we conclude that, globally, the international network in history of education is in good health, and there is an appetite for research with an international focus. However, there is room for improvement by promoting more extensive international collaboration among researchers, expanding the scope of research to take a supranational or even global view, and extending the study of the history of education to pre-modern times.

Which virtues and vices 19th century Brazilian public opinion used to evaluate legal books and scholars? The paper analyzed the texts published in Brazilian newspapers commenting on books of public law, which are called “evaluation literature”, to answer this question. Major virtues were: utility, clarity, method, moderation; minor ones were: originality, experience, abnegation etc. This chart of values can be derived from the objectives of Brazilian legal scholarship of the time: not an academic discipline defined by research, but a technical discourse aimed at professional instruction and public intervention.

In the context of the growing demand for energy from renewable resources, there has been a lot of interest in the use of systems that use solar energy. The basic principles for determining the performance of solar panels have been established since the 1980s, but the accuracy of these determinations has improved over the years. This paper presents the evolution of estimation methods of solar thermal systems in Romania in recent years and shows the qualitative evolution of these estimates, with obtained values much closer to reality.

To date, most debates about transdisciplinarity (TD) have been dominated by Western institutions. This paper proposes insights from the Research Institute for Humanity and Nature (RIHN), Kyoto, Japan, from an investigation as a visiting scientist. After describing its unique project-based organization, I first show that the development of TD at RIHN faces some common challenges, such as TD evaluation, education and upscaling (beyond local contexts). Yet, collaborations with stakeholders have also unique specificities (importance of the group, rigidity of institutions, different ways of interacting…). Moreover, most RIHN researchers claim to have a particularly practical approach to TD. At the level of the whole institute, RIHN gives a strong emphasis on the premise that environmental problems are rooted in human cultures and values. RIHN also develops a specific approach to scales, in which Asia serves as a nodal point between the local and global (‘Asia vision’). We suggest that RIHN’s emphasis on cultural roots and its nodal approach to scale might be themselves rooted in the Japanese culture.

This paper aims to analyze the ways of exchange and dissemination of knowledge, by observing the power relations relied, in our particular field, on criteria of scientificity that often conceal competition and divergences in political positioning. In response to this project, we wished to propose a kind of (more) horizontal situation about neutrality/engagement and engagement/scientificity in geography. Beyond the content of the topics and issues raised by the corpus, our approach proposes to change our practices of scientific communication in order to avoid the consequences of pyramidal presentations. The workshop allows us to question these consequences and to identify their implications in terms of the production of power relations and to point out the limits of top-down communications.

Copyright of Annales Historiques de la Révolution Française is the property of Librairie Armand Colin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, the author presents a different approach to research writing by first looking at the nature of the research being written. He calls into question a distinction all too often taken for granted, namely that between research and teaching, to shed light on the important links between the two. The experiential aspect of a course suffers the moment it is written down and the content set in stone. That is the first paradox. The second relates to the content itself. A course’s content is a stream of signs too dynamic for our conventional analytical tools. The third paradox concerns this setting-in-stone, which, no matter what, does not stop the course-as-text from becoming an experience once more. This is where the potential of teaching-as-research is fully realized. These analyses revisit the first two paradoxes before tackling the third in the conclusion, where the author describes how a course-as-text can become an event to be experienced once again.

Cellular concrete, such as gas silicate or foam concrete, has good thermal performance and is widely used in modern construction. Possessing acceptable parameters for compression, cellular concrete has low tensile and shear characteristics. This leads to the appearance of cracks in building structures made of cellular concrete, such as partitions, interior walls, etc. Therefore, solving the problems of increasing the bearing capacity of cellular concrete is important and relevant. The purpose of this study is to study the increase in the bearing capacity of cellular concrete reinforced with composite materials under the action of temperature and bending moments. The problem is solved by the finite element method and analytical methods. As a result of the work carried out, the characteristics of wall panels reinforced with composite rods were obtained under the action of temperature and bending moments in structure. Composite materials in the form of canvases are widely used to enhance the bearing capacity of aged reinforced concrete structures or those that have received defects due to man-made impacts. Consideration of methods for determining the given characteristics of a multilayer composite canvas is necessary for conducting a study of the bearing capacity of reinforced concrete structures reinforced with composite canvases or canvases. In this paper, methods are presented for determining the given characteristics of multilayer composite canvases and panels with different arrangements of the base layers. The analysis of the obtained results showed that reinforcement of the composite materials can significantly increase the tensile strength and shear of the gas silicate of the building.

Re-contacting minors enrolled in research upon their reaching the age of majority or maturity to seek their autonomous consent to continue their participation is considered an ethical requirement. This issue has generally been studied in the context of minors who are actively involved in the research. However, what becomes of this issue when the minor has been withdrawn from the research or has been lost to follow-up? May researchers re-contact the minor at the age of majority or maturity under these circumstances to seek the consent of the minor to re-join the research? In this paper, we explore the ethical permissibility of recontacting minors whose participation in research has ended, once they have reached the age of majority or maturity. In particular, we identify scenarios in which the participation of a minor in a research project may end and discuss factors that can help determine such an ethical permissibility. Finally, we discuss the practical and ethical challenges of re-contact and present re-consent models that may be used by researchers.