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Anjali Vats 《传播与批判/文化研究》2016,13(4):325-345
Undertaking analysis in the area of critical yoga studies, this article identifies two strategies of anticolonial resistance to Bikram Choudhury's copyrighting of a sequence of twenty-six yoga poses. First, it examines decolonial vernacular, which contests Western commodification of yoga through the use and misuse of terms and phrases, such as “yoga piracy” and “cultural patents,” derived from intellectual property rights, international human rights, and cultural property regimes. Second, it considers dewesternizing restructuring emerging from the creation of the Traditional Knowledge Digital Library, a database of information on yogic practice and medicine, which uses non-Western classification systems to interrupt the legal and economic structures through which patents and copyrights are enunciated. Together, these anticolonial strategies force intellectual property rights regimes to integrate Otherness, making space for the recognition of Indian agency in knowledge production. 相似文献
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Taylor M. Weiskittel Nirusha Lachman Anjali Bhagra Kylie Andersen Jeff St. Jeor Wojciech Pawlina 《Anatomical sciences education》2021,14(3):377-384
The clinical use of ultrasound has dramatically increased, necessitating early ultrasound education and the development of new tools in ultrasound training and assessment. The goal of this study was to devise a novel low-resource examination that tested the anatomical knowledge and technical skill of early undergraduate medical students in a gross anatomy course. The team-based ultrasound objective structured practice examination (OSPE) was created as a method for assessing practical ultrasound competencies, anatomical knowledge, and non-technical skills such as teamwork and professionalism. The examination utilized a rotation of students through four team roles as they scanned different areas of the body. This station-based examination required four models and four instructors, and tested ultrasound skills in the heart, abdominal vessels, abdominal organs, and neck regions. A Likert scale survey assessed student attitudes toward the examination. Survey data from participants (n = 46) were examined along with OSPE examination grades (n = 52). Mean and standard deviations were calculated for examination items and survey responses. Student grades were high in both technical (96.5%). and professional (96.5%) competencies with structure identification scoring the lowest (93.8%). There were no statistical differences between performances in each of the body regions being scanned. The survey showed that students deemed the examination to be fair and effective. In addition, students agreed that the examination motivated them to practice ultrasound. The team-based OSPE was found to be an efficient and student-favored method for evaluating integrated ultrasound competencies, anatomical knowledge, team-work, and professional attributes. 相似文献
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ABSTRACTA social justice classroom agenda relies on the ability of educators to create a space free from microaggressions that can be strengthened through an approach of cultural humility. Utilizing Bonnycastle’s social justice continuum, this article explores how to create a classroom grounded in social equality and guided by social work values to foster participation from students across all social identities. 相似文献
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While there is a growing body of work that examines disciplinary identity development, unlike qualitative work in this area, quantitative research has not fully incorporated the importance of different contexts, nor has it uniquely focused on underrepresented groups (in this case, women in physics). This study examines how the constructs posited by prior work as important for physics identity, as well as an additional theorized construct, may interrelate and affect female students' physics identity differently depending on the context. Context in this study refers to two different experiential levels in college. The constructs examined include performance/competence, recognition, and interest, as well as sense of belonging. In particular, we used structural equation modeling to examine the effect that these constructs have on the physics identity of two groups of female physics undergraduates: first year students and senior year students. The results reveal that the relationship of the theorized constructs with physics identity vary between the two groups as well as compared to prior research with broad college student populations (not just physics majors). Unlike broad college student populations, for our sample of female physics undergraduates, interest did not have a direct effect on physics identity while sense of belonging was significant only for senior year students. These results exemplify the importance of examining context or different types of student experiences when studying disciplinary identity development rather than generalizing previous frameworks to all contexts. 相似文献
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This paper examines the various ways in which the concept of “diaspora” has important implications for rethinking traditional notions of acculturation in Psychology. In this paper, we argue that the idea of a fixed, invariant, and apolitical notion of acculturation dominates much of Psychology, and as such it needs to be revised and reexamined in light of transnational migration and global movements. Drawing on our previous and current scholarship on acculturation and identity [Bhatia, S., & Ram, A. (2001). Rethinking “acculturation” in relation to diasporic cultures and postcolonial identities. Human Development, 44, 1–17; Bhatia, S., & Ram, A. (2004). Culture, hybridity and the dialogical self: Cases from the South-Asian diaspora. Mind, Culture, and Activity, 11(3), 224–241; Bhatia, S. (2007a). American Karma: Race, culture, and identity and the Indian diaspora. New York, NY: New York University Press; Bhatia, S. (2008). Rethinking culture and identity in psychology: Towards a transnational cultural psychology. Journal of Theoretical and Philosophical Psychology, 28, 301–322], we provide a counterargument to models of acculturation that claim that all immigrants undergo a universal psychological process of acculturation and adaptation. More specifically, we show how members from the Indian diaspora reexamined their acculturation status after the events of 9/11. We use interdisciplinary research to critically examine the role of race in the acculturation process. In addition, we provide a new analytical framework to understand the larger structural forces that shape the acculturation and assimilation process of transnational and diasporic migrants. 相似文献
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Santoshi Halder Anjali Ray P.K. Chakrabarty 《International Information and Library Review》2010,42(4):242-251
The Information Revolution has resulted in dynamic changes in information dissemination services. It is difficult for most people to understand the dynamic causes, processes, and the effects of these changes on the information world. Gender as a variable has been identified in some studies as a possible influencing variable in information seeking research. Some social psychology depicts physical, mental and social differences between men and women in society. Gender as a variable may be useful for better understanding the cognitive and social background of human information processing and may have important implications for information dissemination services and systems. Hence, it is pertinent to explore the gender-specific differences in information seeking behavior of university students so as to better assist them in their information search processes.The objective of this study was to determine whether gender as a variable is related to the information seeking behavior of university students. Data were collected from 600 university students studying different disciplines (arts, science and commerce) from three state-aided universities in West Bengal, India. Data tools included a General Information Schedule and an Information Seeking Behavior Inventory. Significant differences were noted in most of the domains of information seeking behavior with respect to gender (male and female). Females scored high on all the domains of information search except in diversity in search where the males were found to be high. The findings may have implications for research and practice in psychology, especially in the subfields of educational institutions, library science, cognitive development, and training and performance appraisal. 相似文献
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Connecting high school physics experiences,outcome expectations,physics identity,and physics career choice: A gender study 总被引：1，自引：1，他引：0
This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real‐world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real‐world/contextual connections less frequently. The explicit discussion of under‐representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non‐significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978–1003, 2010 相似文献
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R. K. Mittal Archana Baghel Anjali Chakraborty R. Baveja 《Indian journal of clinical biochemistry : IJCB》1989,4(1):65-69
A clinical study was carried out on an antiprogestin, a synthetic steroid, 17 Hyroxy-11 β-(4-dimethyl amino-phenyl-1)—17 (Prop-1-ynyl-estra—4,
9, dien-3-one) for the termination of pregnancies in female subjects within 14 days of missed menstrual period and with positive
urine pregnancy test (Gravindex Test). The compound was tested for its efficacy as an abortifacient and its acceptance by
human subjects was assessed by measuring various biochemical parameters before and after introduction of the drug. The parameters
measured in the subjects included, fasting blood sugar, blood urea, SGOT, SGPT, serum alkaline phosphatase, serum bilirubin,
serum creatinine, serum proteins, A/G ratio and serum Na+, K+. Statistically insignificant variation was noted in all the parameters studied. This clearly shows that the drug is very
well accepted by human subjects. 70% of the subjects tested in the pilot study aborted within 4 days of introduction of the
drug. Overall, 90% of the subjects tested aborted as a result of introduction of the drug. 相似文献