Journal articles: 'Authoritative knowledge'

1

Henley, Megan M. "Alternative and Authoritative Knowledge." Social Currents 2, no. 3 (August 4, 2015): 260–79. http://dx.doi.org/10.1177/2329496515589851.

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Fahy, K. "Caesareans and authoritative knowledge." Women and Birth 20, no. 3 (September 2007): 101–3. http://dx.doi.org/10.1016/j.wombi.2007.07.006.

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Jones, Mary Elaine. "Childbirth and Authoritative Knowledge: Cross-Cultural Perspectives:Childbirth and Authoritative Knowledge: Cross-Cultural Perspectives." American Anthropologist 102, no. 2 (June 2000): 382–83. http://dx.doi.org/10.1525/aa.2000.102.2.382.

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Macdonald, Cynthia. "Introspection and Authoritative Self-Knowledge." Erkenntnis 67, no. 2 (August 23, 2007): 355–72. http://dx.doi.org/10.1007/s10670-007-9072-z.

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Moore, Sally Falk. "The International Production of Authoritative Knowledge." Ethnography 2, no. 2 (June 2001): 161–89. http://dx.doi.org/10.1177/14661380122230885.

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Shilling, Teri. "Book Review: Childbirth and Authoritative Knowledge." Journal of Human Lactation 15, no. 1 (March 1999): 73–74. http://dx.doi.org/10.1177/089033449901500130.

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Ball, Helen, Robbie E. David-Floyd, and Carolyn F. Sargent. "Childbirth and Authoritative Knowledge: Cross-Cultural Perspectives." Journal of the Royal Anthropological Institute 5, no. 2 (June 1999): 306. http://dx.doi.org/10.2307/2660726.

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Hays, Bethany M. "Authority and Authoritative Knowledge in American Birth." Medical Anthropology Quarterly 10, no. 2 (June 1996): 291–94. http://dx.doi.org/10.1525/maq.1996.10.2.02a00110.

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Macdonald, Cynthia. "Consciousness, Self-Consciousness, and Authoritative Self-Knowledge." Proceedings of the Aristotelian Society (Hardback) 108, no. 1pt3 (October 2008): 319–46. http://dx.doi.org/10.1111/j.1467-9264.2008.00248.x.

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Callister, Lynn Clark, Robbie E. Davis-Floyd, and Carolyn F. Sargent. "Childbirth and Authoritative Knowledge: Cross-Cultural Perspectives." Contemporary Sociology 27, no. 4 (July 1998): 421. http://dx.doi.org/10.2307/2655523.

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Hordern, Jim. "Regions and their relations: sustaining authoritative professional knowledge." Journal of Education and Work 29, no. 4 (September 18, 2014): 427–49. http://dx.doi.org/10.1080/13639080.2014.958653.

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KENNELL, JOHN H. "Authoritative Knowledge, Evidence-Based Medicine, and Behavioral Pediatrics." Journal of Developmental & Behavioral Pediatrics 20, no. 6 (December 1999): 439–45. http://dx.doi.org/10.1097/00004703-199912000-00007.

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Fiedler, Deborah Cordero. "Authoritative Knowledge and Birth Territories in Contemporary Japan." Medical Anthropology Quarterly 10, no. 2 (June 1996): 195–212. http://dx.doi.org/10.1525/maq.1996.10.2.02a00060.

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Davis-Floyd, Robbie, and Elizabeth Davis. "Intuition as Authoritative Knowledge in Midwifery and Homebirth." Medical Anthropology Quarterly 10, no. 2 (June 1996): 237–69. http://dx.doi.org/10.1525/maq.1996.10.2.02a00080.

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15

Martin, John Levi. "Authoritative Knowledge and Heteronomy in Classical Sociological Theory." Sociological Theory 16, no. 2 (July 1998): 99–130. http://dx.doi.org/10.1111/0735-2751.00046.

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This article traces the impact of philosophical questions regarding the grounds of moral autonomy and heteronomy (rule-from-another as opposed to rule-from-oneself) on classical sociological theory, arguing that both Weber and Durkheim understood sociology to have a contribution to make in the debate with Kant over the grounds of ethical action. Both insisted that the only possible ethical action was one within the bounds of rational knowledge that was inherently authoritative, but this sat uneasily with their focus on the relation between concrete social authority and the authoritativeness of beliefs in the sociology of religion. In rejecting Comte's explicit avowal of the embodiment of moral authority in the secular priesthood of sociologists, Weber and Durkheim had to paper over the social authority supporting the formulation of this rational knowledge. Each then produced a sociology of knowledge without a well-specified mechanism, in turn encouraging the development of the sociology of knowledge as a flawed sub-discipline.

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Browner, C. H., and Nancy Press. "The Production of Authoritative Knowledge in American Prenatal Care." Medical Anthropology Quarterly 10, no. 2 (June 1996): 141–56. http://dx.doi.org/10.1525/maq.1996.10.2.02a00030.

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Gaskin, Ina May. "Intuition and the Emergence of Midwifery as Authoritative Knowledge." Medical Anthropology Quarterly 10, no. 2 (June 1996): 295–98. http://dx.doi.org/10.1525/maq.1996.10.2.02a00120.

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18

Smith, Andrew F. "Semantic externalism, authoritative self-knowledge, and adaptation to slow switching." Acta Analytica 18, no. 1-2 (December 2003): 71–87. http://dx.doi.org/10.1007/s12136-003-1015-y.

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19

Supple, Andrew J., and Stephen A. Small. "The Influence of Parental Support, Knowledge, and Authoritative Parenting on Hmong and European American Adolescent Development." Journal of Family Issues 27, no. 9 (September 2006): 1214–32. http://dx.doi.org/10.1177/0192513x06289063.

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This study used a community-wide survey of adolescents to compare adolescent perceptions of parental support, knowledge, and authoritative decision making in samples of Hmong and European Americans. Additional analyses considered variation in parental influence on adolescent outcomes across these groups. The results suggested that Hmong American youth perceived less parental support and knowledge and were less likely to report authoritative decision making with parents. Parental support and knowledge were associated with higher self-esteem and grade point average (GPA) and lowered risky health behaviors in both samples. Results also suggested that authoritative decision making by mothers was a more important predictor of adolescent GPA and risky behaviors for the European American adolescents.

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20

Blanco Cesteros, Miriam. "On (De)Constructing an Authoritative Narrative." ARYS. Antigüedad: Religiones y Sociedades, no. 20 (October 7, 2022): 227–70. http://dx.doi.org/10.20318/arys.2022.6794.

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The Letter of Isis to Horus is a brief (and precious) piece of Greco-Egyptian alchemy. Beyond the technical interest of the processes it describes, its prologue is noteworthy for its intricate and surprising mixture of Greek, Hebrew, and Egyptian elements. In it, alchemy is presented as a secret knowledge of divine origin, which the goddess Isis received from an angel who fell in love with her. This preface is, therefore, a key element in the study of the discursive mechanisms and arguments through which early alchemical tradition attempted to bestow authority on its writings and to justify the Holy Art label that is often conferred on this discipline. This article analyses these mechanisms and arguments according to the patterns around which this narrative was articulated.

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21

Pinat, Leny Marlina Adriadi, Merniawati Sherly Eluama, and Mery Novaria Pay. "Hubungan Pengetahuan dengan Pola Asuh Authoritative dalam Upaya Pencegahan Karies Gigi Anak Di Remote Area." Dental Therapist Journal 3, no. 2 (November 30, 2021): 72–77. http://dx.doi.org/10.31965/dtj.v3i2.593.

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Dental caries is a disease that has a high prevalence and is a major public health problem worldwide, especially in children. Maintenance of children's dental health involves interaction between children, parents, and dentists. Mothers' knowledge and behavior in efforts to maintain dental health have a significant influence on children's behavior. Authoritative parenting (friendly, high control) has two-way communication with not too hard in parenting but also not out of control on children. The purpose of this study was to determine the relationship between knowledge and the type of authoritative parenting in an effort to prevent dental caries in elementary school children in remote areas. This study is a cross-sectional study, conducted on mothers of children aged 6-9 years in Oelnaineno Village, Takari District, Kupang Regency. The number of samples was 40 mothers, the sampling procedure was carried out by simple random sampling technique. Data were collected through interviews with questionnaires containing questions to measure knowledge and types of authoritative parenting in an effort to prevent dental caries in elementary school children. The results of the study were statistically analyzed using the Multi nominal Logistics Regression test with a significance value of p <0.05. There is a significant relationship between knowledge and the type of authoritarian parenting with a significance of 0.042. Mother's parenting is influenced by knowledge and will have an impact on children. Mothers who have good knowledge apply authoritative parenting styles and child caries rates are low compared to other types. There is a relationship between knowledge and type of mother's authoritative pattern in efforts to prevent dental caries in elementary school children in remote areas. Karies gigi merupakan penyakit yang memiliki prevalensi tinggi dan menjadi masalah utama kesehatan masyarakat di seluruh dunia terutama pada anak-anak. Pemeliharaan kesehatan gigi anak melibatkan interaksi antara anak, orang tua dan dokter gigi. Pengetahuan dan perilaku ibu dalam upaya pemeliharaan kesehatan gigi memberi pengaruh signifikan terhadap perilaku anak. Pola asuh authoritative (ramah, kontrol tinggi) memiliki komunikasi dua arah dengan tidak terlalu keras dalam pola pengasuhan tetapi juga tidak lepas kontrol pada anak. Tujuan penelitian ini merupakan untuk hubungan antara pengetahuan dan tipe pola asuh authoritative dalam upaya pencegahan karies gigi anak sekolah dasar di remote area. Penelitian ini merupakan penelitian Cross-Sectional, dilakukan pada ibu anak usia 6-9 tahun di Desa Oelnaineno Kecamatan Takari Kabupaten Kupang. Jumlah sampel sebanyak 40 ibu, prosedur pengambilan sampel dilakukan dengan teknik simple random sampling. Data diambil melalui metode wawancara dengan kuesioner yang berisi pertanyaan untuk mengukur pengetahuan dan tipe pola asuh authoritative dalam upaya pencegahan karies gigi anak sekolah dasar. Hasil penelitian dianalisis secara statistik menggunakan uji Regresi Logistik Multi nominal dengan nilai kemaknaan yaitu nilai p<0,05. Terdapat hubungan yang signifikan antara pengetahuan dan tipe pola asuh authoritarian dengan signifikansi 0,042. Pola asuh ibu dipengaruhi oleh pengetahuan dan akan berdampak pada anak. Ibu yang berpengetahuan baik menerapkan pola asuh tipe authoritative dan angka karies anak rendah dibandingkan tipe yang lain. Ada hubungan antara pengetahuan dan tipe pola authoritative ibu dalam upaya pencegahan karies gigi anak sekolah dasar di remote area.

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22

Pinat, Leny Marlina Adriadi, Merniawati Sherly Eluama, and Mery Novaria Pay. "Hubungan Pengetahuan dengan Pola Asuh Authoritative dalam Upaya Pencegahan Karies Gigi Anak Di Remote Area." Dental Therapist Journal 3, no. 2 (November 30, 2021): 72–77. http://dx.doi.org/10.31965/dtl.v3i2.593.

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Dental caries is a disease that has a high prevalence and is a major public health problem worldwide, especially in children. Maintenance of children's dental health involves interaction between children, parents, and dentists. Mothers' knowledge and behavior in efforts to maintain dental health have a significant influence on children's behavior. Authoritative parenting (friendly, high control) has two-way communication with not too hard in parenting but also not out of control on children. The purpose of this study was to determine the relationship between knowledge and the type of authoritative parenting in an effort to prevent dental caries in elementary school children in remote areas. This study is a cross-sectional study, conducted on mothers of children aged 6-9 years in Oelnaineno Village, Takari District, Kupang Regency. The number of samples was 40 mothers, the sampling procedure was carried out by simple random sampling technique. Data were collected through interviews with questionnaires containing questions to measure knowledge and types of authoritative parenting in an effort to prevent dental caries in elementary school children. The results of the study were statistically analyzed using the Multi nominal Logistics Regression test with a significance value of p <0.05. There is a significant relationship between knowledge and the type of authoritarian parenting with a significance of 0.042. Mother's parenting is influenced by knowledge and will have an impact on children. Mothers who have good knowledge apply authoritative parenting styles and child caries rates are low compared to other types. There is a relationship between knowledge and type of mother's authoritative pattern in efforts to prevent dental caries in elementary school children in remote areas. Karies gigi merupakan penyakit yang memiliki prevalensi tinggi dan menjadi masalah utama kesehatan masyarakat di seluruh dunia terutama pada anak-anak. Pemeliharaan kesehatan gigi anak melibatkan interaksi antara anak, orang tua dan dokter gigi. Pengetahuan dan perilaku ibu dalam upaya pemeliharaan kesehatan gigi memberi pengaruh signifikan terhadap perilaku anak. Pola asuh authoritative (ramah, kontrol tinggi) memiliki komunikasi dua arah dengan tidak terlalu keras dalam pola pengasuhan tetapi juga tidak lepas kontrol pada anak. Tujuan penelitian ini merupakan untuk hubungan antara pengetahuan dan tipe pola asuh authoritative dalam upaya pencegahan karies gigi anak sekolah dasar di remote area. Penelitian ini merupakan penelitian Cross-Sectional, dilakukan pada ibu anak usia 6-9 tahun di Desa Oelnaineno Kecamatan Takari Kabupaten Kupang. Jumlah sampel sebanyak 40 ibu, prosedur pengambilan sampel dilakukan dengan teknik simple random sampling. Data diambil melalui metode wawancara dengan kuesioner yang berisi pertanyaan untuk mengukur pengetahuan dan tipe pola asuh authoritative dalam upaya pencegahan karies gigi anak sekolah dasar. Hasil penelitian dianalisis secara statistik menggunakan uji Regresi Logistik Multi nominal dengan nilai kemaknaan yaitu nilai p<0,05. Terdapat hubungan yang signifikan antara pengetahuan dan tipe pola asuh authoritarian dengan signifikansi 0,042. Pola asuh ibu dipengaruhi oleh pengetahuan dan akan berdampak pada anak. Ibu yang berpengetahuan baik menerapkan pola asuh tipe authoritative dan angka karies anak rendah dibandingkan tipe yang lain. Ada hubungan antara pengetahuan dan tipe pola authoritative ibu dalam upaya pencegahan karies gigi anak sekolah dasar di remote area.

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23

Low, Lisa Kane, and Julie A. Tumbarello. "Falling Out: Authoritative Knowledge and Women's Experiences with Pelvic Organ Prolapse." Journal of Midwifery & Women's Health 57, no. 5 (September 2012): 489–94. http://dx.doi.org/10.1111/j.1542-2011.2012.00187.x.

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24

Georges, Eugenia. "Fetal Ultrasound Imaging and the Production of Authoritative Knowledge in Greece." Medical Anthropology Quarterly 10, no. 2 (June 1996): 157–75. http://dx.doi.org/10.1525/maq.1996.10.2.02a00040.

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25

Lewis, David, Dennis Rodgers, and Michael Woolcock. "The Fiction of Development: Literary Representation as a Source of Authoritative Knowledge." Journal of Development Studies 44, no. 2 (February 2008): 198–216. http://dx.doi.org/10.1080/00220380701789828.

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26

McCoyd, Judith L. M. "Authoritative Knowledge, the Technological Imperative and Women’s Responses to Prenatal Diagnostic Technologies." Culture, Medicine, and Psychiatry 34, no. 4 (September 11, 2010): 590–614. http://dx.doi.org/10.1007/s11013-010-9189-4.

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Enright, Kerry A., Joanna W. Wong, and Sergio L. Sanchez. "Gateway Moments to Literate Identities." Journal of Literacy Research 53, no. 4 (October 25, 2021): 437–67. http://dx.doi.org/10.1177/1086296x211052260.

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Drawing from theories of identity, language, and race, we conceptualize gateway moments to literate identities in high school English language arts classrooms enrolling language-minoritized youth. Gateways were interactions that afforded particular kinds of literate identities for youth. Deficit literate identities often invoked racialized language and literacy ideologies; authoritative literate identities engaged youths’ full cultural and linguistic repertoires to create and critique knowledge. Occasionally, youth enacted authoritative classroom literate identities alongside or in response to dominant deficit frames of their literate abilities during planned and spontaneous classroom interaction. We note in each type of gateway opportunities for teachers to open space for youths’ authoritative knowledge-producing literate identities. We aim to illustrate how a single instructional choice or classroom interaction ranges in effect from maintaining and reinforcing oppressive legacies and deficit literate identities to centering youth and their language and literacy repertoires in learning experiences for more socially just interactions and learning.

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Jambai, Amara, and Carol MacCormack. "Maternal Health, War, and Religious Tradition: Authoritative Knowledge in Pujehun District, Sierra Leone." Medical Anthropology Quarterly 10, no. 2 (June 1996): 270–86. http://dx.doi.org/10.1525/maq.1996.10.2.02a00090.

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Lewis, David, Dennis Rodgers, and Michael Woolcock. "The Projection of Development: Cinematic Representation as A(nother) Source of Authoritative Knowledge?" Journal of Development Studies 49, no. 3 (March 2013): 383–97. http://dx.doi.org/10.1080/00220388.2012.724167.

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Macdonald, Cynthia. "In my ‘Mind’s Eye’: introspectionism, detectivism, and the basis of authoritative self-knowledge." Synthese 191, no. 15 (May 29, 2014): 3685–710. http://dx.doi.org/10.1007/s11229-014-0487-1.

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Sunier, Thijl, and Léon Buskens. "Authoritative Landscapes: The Making of Islamic Authority among Muslims in Europe." Journal of Muslims in Europe 11, no. 1 (February 18, 2022): 1–19. http://dx.doi.org/10.1163/22117954-bja10057.

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Abstract This special issue deals with Islamic authority-making among Muslims of migrant background in predominantly Western Europe. Religious authority is persuasive power in religious matters, regarding issues of knowledge and institutional competence, and of truth, authenticity, legitimacy, trust, and ethics. The seven articles in this special issue address some of the manifold ways in which Islamic authority comes about. They show that authority should not be reduced to the leadership or personal status of religious scholars and other religious professionals; it can also be attributed to bodies of knowledge, to institutions, to legal, ethical and material matters, and to events. Islamic authority is a crucial element in shaping Islamic landscapes in all their diversity.

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Wallace, Jessica, Tracey Covassin, and Erica Beidler. "Sex Differences in High School Athletes' Knowledge of Sport-Related Concussion Symptoms and Reporting Behaviors." Journal of Athletic Training 52, no. 7 (July 1, 2017): 682–88. http://dx.doi.org/10.4085/1062-6050-52.3.06.

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Context: Recent researchers have reported that athletes' knowledge of sport-related concussion (SRC) has increased but that athletes still lack knowledge of all the signs and symptoms of SRC. Understanding the signs and symptoms of SRC and the dangers of playing while symptomatic are critical to reporting behaviors in high school athletes. Objective: To examine sex differences in knowledge of SRC symptoms and reasons for not reporting a suspected SRC to an authoritative figure in high school athletes. Design: Cross-sectional study. Setting: Survey. Patients or Other Participants: A total of 288 athletes across 7 sports (198 males [68.8%] and 90 females [31.2%]). Main Outcome Measure(s): A validated knowledge-of-SRC survey consisted of demographic questions, a list of 21 signs and symptoms of SRC, and reasons why athletes would not report their SRC. The independent variable was sex. Athlete knowledge of SRC symptoms was assessed by having participants identify the signs and symptoms of SRC from a list of 21 symptoms. Knowledge scores were calculated by summing the number of correct answers; scores ranged from 0 to 21, with a score closer to 21 representing greater knowledge. Reporting-behavior questions asked athletes to choose reasons why they decided not to report any possible SRC signs and symptoms to an authoritative figure. Results: A sex difference in total SRC symptom knowledge was found (F286 = 4.97, P = .03, d = 0.26). Female high school athletes had more total SRC symptom knowledge (mean ± standard deviation = 15.06 ± 2.63; 95% confidence interval = 14.54, 15.57) than males (14.36 ± 2.76; 95% confidence interval = 13.97, 14.74). Chi-square tests identified significant relationships between sex and 8 different reasons for not reporting an SRC. Conclusions: High school males and females had similar SRC symptom knowledge; however, female athletes were more likely to report their concussive symptoms to an authoritative figure.

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Setiawan, Dewa Putu Reza. "Correlation of Authoritative Parenting Style and Discipline of Study Toward Students’ Mathematics Knowledge Competence." International Journal of Elementary Education 4, no. 3 (September 22, 2020): 346. http://dx.doi.org/10.23887/ijee.v4i3.25972.

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Some factors give an impact on the student in elementary school. The discipline of studying and parenting style from the parents. Some of the parents are not realizing that parenting style will give an impact on the study result of their children. This research is aimed to determine the effect of the authoritative parenting style and discipline of studying to the competence of student mathematical knowledge. The type of research that is used is ex-post facto research with correlational research design. The population that used in this research is the fifth-grade students of the State Elementary School Group I Gusti Ngurah Jelantik, amounted to 178 students. The sample is determined by a proportional random sampling technique. The result of multiple regression analysis found the equation Ŷ = 8.205 + 0.958X1 + 0.358X2, and result Freg = 84.209 > Ftable = 3.075. The Coefficient of determination (R2) = 0.594. Thus, meant score Freg is significant. Based on the result of the research, it can be concluded that there is a significant influence between the authoritative parenting style and discipline of studying to the competence of student mathematical knowledge of fifth-grade students with the percentage of influence about 59.4%.

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Drecki, Igor. "GeoDataHub: Building centralised repository of authoritative cartographic and geospatial resources." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-66-2019.

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Abstract. GeoDataHub (geodatahub.library.auckland.ac.nz) is an authoritative national repository of cartographic and geospatial resources curated by the University of Auckland Library for research, government, and educational communities, as well as the public of New Zealand. Its objectives are to digitise cartographic materials, provide integrated and enhanced data access, and build a unique knowledge base concerning New Zealand’s cartographic heritage. GeoDataHub showcases conceptual developments in cartography, surveying, photogrammetry, and other mapping, earth, and social science disciplines, highlighting their contribution to the development of the nation. It supports a dynamic, innovative, and leading edge historical and GIScience research, facilitating scientific discovery and knowledge building. The repository contains digitised maps and charts published by authoritative agencies and research institutes, aerial photography provided by local authorities and all of government satellite imagery. A selection of key geospatial datasets produced by the government, Crown research institutes and local authorities augment the repository – currently over 30TB of data. The focus of GeoDataHub is on providing cartographic and geospatial resources for New Zealand, its offshore islands and territories; South Pacific, particularly Cook Islands, Niue and Tokelau; and Ross Dependency in Antarctica. Regional coverage primarily includes Auckland and Waikato, and parts of Northland, Bay of Plenty and East Cape. Local datasets cover primarily Auckland Region but a selection of datasets from other regions is also included. GeoDataHub is augmented by physical collection of maps and charts, atlases, aerial photographs, gazetteers, map indexes and catalogues, and cartographic paraphernalia, located in the Map Room of the University of Auckland Library. This paper talks about challenges associated with the design, implementation and provision of content for GeoDataHub. Apart from building an integrated and enhanced data access application, facilitating textual, spatial and temporal search, metadata harvesting and discovery utilising GeoNetwork, a catalogue application that manages spatially referenced resources (www.geonetwork-opensource.org), the repository provides a further two ways of accessing cartographic and geospatial resources. One involves browsing the selected content of the repository, examining and downloading the material of interest; the other allows users to ‘map a drive’ and access all materials using familiar folder structure (the latter applies to the University community of users only). This approach however, occasionally requires provision of the same datasets in two different formats (compressed and uncompressed) depending how the users are accessing them. In addition, a knowledge base concerning New Zealand cartographic heritage is being implemented, providing a useful guide to authoritative mapping served by GeoDataHub. A particular challenge concerns documenting their provenance, content, extent and general characteristics in a modular fasion. The paper concludes with presenting plans for extending GeoDataHub. This includes not only the creation of further geospatial records, provision of more content and expanding the knowledge base, but also strategic decisions concerning the selection of cartographic and geospatial resources and how to provide the best service possible to our growing user base.

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Ozhiganova, Anna A. "Authoritative knowledge of childbirth and obstetrics: analysis of discursive practices of Russian perinatal specialists." Population and Economics 4, no. 4 (December 31, 2020): 84–99. http://dx.doi.org/10.3897/popecon.4.e57267.

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The article discusses discursive practices of official and alternative perinatal specialists: obstetricians and gynecologists, midwives of maternity hospitals, domestic midwives and doulas. To analyze these practices, the author uses the notion of authoritative knowledge proposed by Brigitte Jordan and dating back to the power-knowledge concept by Michel Foucault. The author focuses on controversial but widely used concepts such as obstetric violence and natural childbirth. Additionally, the author regards such relatively new for the Russian community concepts as humanization of childbirth, obstetric model, demedicalization of childbirth, etc. The study is based on the materials of the founding conference of the professional non-profit association Obstetric Union, which was held at Moscow Perinatal Medical Center Mother and Child on November 30 – December 1, 2019.

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Michaels, Paula A. "A Chapter From Lamaze History: Birth Narratives and Authoritative Knowledge in France, 1952-1957." Journal of Perinatal Education 19, no. 2 (January 1, 2010): 35–43. http://dx.doi.org/10.1624/105812410x495532.

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Attewell, Guy. "The End of the Line? the Fracturing of Authoritative Tibbi Knowledge in Twentieth-Century India." Asian Medicine 1, no. 2 (July 16, 2005): 387–419. http://dx.doi.org/10.1163/157342105777996548.

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This article examines the fissures that emerged between different forms of unani knowledge during the twentieth century in India and, specifically, the disjuncture between unani knowledge derived through institutional training and that gained by apprenticeship to established family practitioners. The first section sketches historically the modes of acquiring knowledge in tibb— through apprenticeship, institutional training, and self-tuition. Discussing the formation of unani institutions in the early twentieth century provides a foundation to explore the locus of authoritative knowledge and practice in tibb and a key to appreciating the kind of knowledge patients and unani practitioners alike consider reliable and genuine. The second section is intended as a counterpoint to this historical discussion. It reports on various forms of contemporary unani practice, mostly within family-based settings. This part highlights the fragility of forms of knowledge that are not a significant part of the curriculum within the network of government-funded and private unani teaching institutions in India. Three distinctive modes of practice in tibb serve as examples: urine diagnosis, pulse diagnosis, and the preparation of medicines.

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Syarif, Fajar. "REINTEGRATION OF RELIGIOUS KNOWLEDGE AND GENERAL KNOWLEDGE (CRITICISM OF THE DISCOURSE OF SCIENCE DICHOTOMY)." TRANSFORMATIF 4, no. 1 (October 5, 2020): 1–18. http://dx.doi.org/10.23971/tf.v4i1.1850.

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This article aims to determine the implications that can arise from the dichotomy of science. Namely the emergence of a gap between the source of knowledge in the form of religious knowledge and general knowledge. Proponents of the religious knowledge only consider the divine source valid in the form of scriptures and prophetic traditions and reject non-scriptural sources as an authoritative source to explain true truth. On the other hand, secular scientists only consider valid information obtained through sensory observation. The method used in this study is qualitative with a phenomenological approach. Data collection was conducted through observation, in-depth interviews, documentation analysis and focused group discussion. This research shows that there is really no sorting of science and religion. The research findings provide an overview of science and the knowledge of religion is integral. If science is addressed with a dichotomy, it will certainly give birth to different thoughts in building world civilization.

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Engler, Joseph, and Andrew Kusiak. "Mining Authoritativeness of Collaborative Innovation Partners." International Journal of Computers Communications & Control 5, no. 1 (March 1, 2010): 42. http://dx.doi.org/10.15837/ijccc.2010.1.2463.

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The global marketplace over the past decade has called for innovative products and cost reduction. This perplexing duality has led companies to seek external collaborations to effectively deliver innovative products to market. External collaboration often leads to innovation at reduced research and development expenditure. This is especially true of companies which find the most authoritative entity (usually a company or even a person) to work with. Authoritativeness accelerates development and research-to-product transformation due to the inherent knowledge of the authoritative entity. This paper offers a novel approach to automatically determine the authoritativeness of entities for collaboration. This approach automatically discovers an authoritative entity in a domain of interest. The methodology presented utilizes web mining, text mining, and generation of an authoritativeness metric. The concepts discussed in the paper are illustrated with a case study of mining the authoritativeness of collaboration partners for microelectromechanical systems (MEMS).

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Maslov, Denis K. "Epistemic Autonomy, Authority and Trust: In Defense of Zagzebski’s Theory." Epistemology & Philosophy of Science 59, no. 3 (2022): 134–48. http://dx.doi.org/10.5840/eps202259346.

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Epistemic authority, according to L. Zagzebski’s theory, is essentially based on deliberative or first-personal reasons, which originate from epistemic admiration. In what follows, I shortly reconstruct her theory and try to defend it against two critical arguments. The first argument calls attention to circular relation of epistemic autonomy and authority. In order to determine the authoritative person for me, I always have to possess epistemic autonomy, which is understood as knowledge in the given domain. Thus I myself have to have authority in the given domain in order to invest authority. I try to show that the investment of trust is based upon autonomy interpreted as an ability to exercise epistemic actions, accompanied by normative foreknowledge, that allows us to assess epistemic abilities and invest our trust without having sufficient propositional knowledge. The second argument insists on theoretical control for authoritative evidence and testimony. That contradicts preemptive character and content-independence inherent to authoritative testimony. Hence, this argument entirely misses the point of epistemic authority. Instead, as I argue, one can control epistemic authority by future reflexion on its conscientiousness and epistemic exercise as well as on origins of my admiration for authority. As a consequence, the trust invested in authority can be withdrawn and redistributed.

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Ohlsson, Robert. "Public discourse on mental health and psychiatry: Representations in Swedish newspapers." Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine 22, no. 3 (April 12, 2017): 298–314. http://dx.doi.org/10.1177/1363459317693405.

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Mass media plays a central role in shaping public discourse on health and illness. In order to examine media representations of mental health and expert knowledge in this field, two major Swedish daily newspapers from the year 2009 were qualitatively analysed. Drawing on the theory of social representations, the analysis focused on how issues concerning mental health and different perspectives are represented. The results show how the concept of mental illness is used in different and often taken-for-granted ways and how the distinction between normal and pathological is a central underlying question. Laypersons’ perspectives are supplemented by views of professionals in the newspapers, where signs of confidence and dependence on expert knowledge are juxtaposed with critique and expressions of distrust. The newspaper discourse thus has salient argumentative features and the way that conflicts are made explicit and issues concerning authoritative knowledge are addressed indicates ambivalence towards the authoritative role of expert knowledge concerning mental health. In this way, the newspapers provide a complex epistemic context for everyday sense-making that can be assumed to have implications for relations between laypersons and professionals in the field of mental health.

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Forsyth, Tim. "Who Shapes the Politics of Expertise? Co‐Production and Authoritative Knowledge in Thailand's Political Forests." Antipode 52, no. 4 (May 20, 2019): 1039–59. http://dx.doi.org/10.1111/anti.12545.

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Saravanan, Sheela, Gavin Turrell, Helen Johnson, Jennifer Fraser, and Carla Maree Patterson. "Re-examining authoritative knowledge in the design and content of a TBA training in India." Midwifery 28, no. 1 (February 2012): 120–30. http://dx.doi.org/10.1016/j.midw.2011.04.006.

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Anderson, L. C., C. L. Mah, and D. W. Sellen. "Eating well with Canada's food guide? Authoritative knowledge about food and health among newcomer mothers." Appetite 91 (August 2015): 357–65. http://dx.doi.org/10.1016/j.appet.2015.04.063.

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Alexeev, Igor, and Sofya Ragozina. "From 'Good' to 'Right' Islam: The Categories and Concepts in the Modern Russian Analytics and ideology Language." Islamology 7, no. 1 (June 30, 2017): 88. http://dx.doi.org/10.24848/islmlg.07.1.05.

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In this paper, we examine in detail certain patterns formed in the structure of knowledge about Islam in modern Russia, analyze statements made by a number of representatives of various professional and social groups, and pinpoint certain linguistic and discursive strategies using Laсlau and Mouffe’s (2001) concept of “hegemonic discourse” and a theory of authoritative discourse set forth by Yurchak (2014). The intertextuality of expert, political, and Muslim discourses suggests the emergence of an authoritative Islamic discourse, which, however, can exist only situationally. The central element of this discourse is a concept of “traditional Islam,” which is one of the most important aspects of our analysis.

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Han, Shi-Fan, Rui-Fang Zhu, Jia Xue, Qi Yu, Yan-Bing Su, and Xiu-Juan Wang. "Construction of an ontology-based nursing knowledge system." Frontiers of Nursing 5, no. 4 (December 31, 2018): 241–47. http://dx.doi.org/10.1515/fon-2018-0035.

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Abstract This study proposes the establishment of a knowledge-system ontology in the nursing field. It uses advanced data mining techniques, digital publishing technologies, and new media concepts to comprehensively integrate and deepen nursing knowledge and to aggregate sources of knowledge in specialized technical fields. This study applies all forms of media and transmission channels, such as personal computers and mobile devices, to establish a knowledge-transmission system that provides knowledge services such as knowledge search, update retrieval, evaluation, questions and answers (Q&As), online viewing, information subscription, expert services, push notifications, review forums, and online learning. In doing so, this study creates an authoritative and foundational knowledge service engine for the nursing field, which provides convenient, flexible, and comprehensive knowledge services to members of the nursing industry in a digital format.

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Fridgeirsson, Thordur Vikingur, Helgi Thor Ingason, Haukur Ingi Jonasson, and Hildur Jonsdottir. "An Authoritative Study on the Near Future Effect of Artificial Intelligence on Project Management Knowledge Areas." Sustainability 13, no. 4 (February 22, 2021): 2345. http://dx.doi.org/10.3390/su13042345.

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The purpose of this study is to explore how Artificial Intelligence (AI) might augment the project management profession in each of the 10 categories of project management knowledge areas, as defined in the Project Management Body of Knowledge (PMBOK) of the Project Management Institute (PMI). In a survey, a group of project management experts were asked to state their insights into AI’s likely effect on project management in the next 10 years. Results clearly illustrated that AI will be an integrated part of future project management practice and will affect project management knowledge areas in the near future. According to these findings, the management of cost, schedule, and risk, in particular, will be highly affected by AI. The research indicates that AI is very useful for processes where historical data is available and can be used for estimation and planning. In addition, it is clear that AI can monitor schedules, adjust forecasts, and maintain baselines. According to the findings, AI will have less impact in knowledge areas and processes that require human leadership skills, such as developing and managing teams and the management of stakeholders. The results indicate proprietarily the project management knowledge areas as defined by PMI that AI is likely to augment and sustain.

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Howell, Emily L., Christopher D. Wirz, Dietram A. Scheufele, Dominique Brossard, and Michael A. Xenos. "Deference and decision-making in science and society: How deference to scientific authority goes beyond confidence in science and scientists to become authoritarianism." Public Understanding of Science 29, no. 8 (October 8, 2020): 800–818. http://dx.doi.org/10.1177/0963662520962741.

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Deference to scientific authority theoretically captures the belief that scientists and not publics should make decisions on science in society. Few studies examine deference, however, and none test this central theoretical claim. The result is deference is often conflated with concepts such as trust in scientists and belief in the authority of science. This study examines two claims key to conceptualizing deference: that deference (1) predicts anti-democratic views of decision-making and (2) relates to but is distinct from beliefs of science as authoritative knowledge. Analyzing US nationally representative data, we find deference to scientific authority does predict anti-democratic views, and this is its distinct conceptual value: trust in scientists and belief in science as authoritative knowledge strongly relate to deference, but both predict pro-democratic views, unlike deference. We discuss how these findings highlight deference as vital for understanding perceptions of science and societal decision-making and how we can better develop the concept.

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Bauer, Henry. "On the Fringe: Where Science Meets Pseudoscience by Michael D. Gordin." Journal of Scientific Exploration 36, no. 3 (October 22, 2022): 512–19. http://dx.doi.org/10.31275/20222449.

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In contemporary society, “science” signifies authoritative understanding of the natural world; therefore “pseudo”-science means claimed but inauthentic, false knowledge about nature; and “fringe” science, between those two, means doubtfully trustworthy knowledge. In any case, whether or not it is a conscious decision and whether or not it is admitted, attributing authoritative understanding to science entails accepting the religion of scientism, the belief that scientific knowledge is superior to any other claims of knowledge. But the content of “science” is created by human beings. Once it is conceded that science is fallible, as all human activities are bound to be, it becomes clear that anymainstream “scientific consensus” is also fallible; and therefore heterodox claims of knowledge should be greeted, initially at least, with a degree of tolerance and a willingness to consider evidence, to seek objective facts before judging something to be false knowledge, or, in contemporary jargon, “fake news.” The subtitle of this essay was inspired by the life (and work) of Oscar Wilde, who was only one among an uncountable host of human beings who have suffered seriously from the intolerance of their fellow human beings, the intolerance of the societies in whichthey lived. The intolerance Wilde faced may have had nothing directly to do with science, but it did indirectly: Declaring and believing his sexual preferences to be “unnatural” and therefore abhorrent presumed, with great dogmatic earnestness, that we command authentic knowledge about what is natural.

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Kirova, Anna, Christine Massing, Larry Prochner, and Ailie Cleghorn. "Shaping the “Habits of mind” of diverse learners in early childhood teacher education programs through powerpoint: An illustrative case." Journal of Pedagogy 7, no. 1 (June 1, 2016): 59–78. http://dx.doi.org/10.1515/jped-2016-0004.

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Abstract This study examines the use of PowerPoint as a teaching tool in a workplace- embedded program aimed at bridging immigrant/refugee early childhood educators into post-secondary studies, and how, in the process, it shapes students’ “habits of mind” (Turkle, 2004). The premise of the study is that it is not only the bodies of knowledge shaping teacher education programs which must be interrogated, but also the ways in which instructors and programs choose to represent and impart these understandings to students. The use of PowerPoint to advance an authoritative western, linear, rule-governed form of logic is analyzed based on McLuhan and McLuhan’s (1988) and Adams’ (2006) tetrads. The findings demonstrate that Power- Point enhances western authoritative ways of being through its modes of communication and representation, means of organizing information, forms of representing content and pedagogical approaches, thus obsolescing or displacing immigrant/refugee students’ own indigenous ways of knowing. Since learning always involves the development, integration, and reorganization of tools, and the medium is an extension of the self (McLuhan, 2003), the students should have multimodal opportunities to engage with and represent knowledge. When such opportunities are not provided, the life experiences and cultural knowledges of immigrant/refugee students are silenced. Expanding communicative and representative forms in early childhood teacher education programs is necessary to promote a more inclusive environment.

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Journal articles on the topic 'Authoritative knowledge'

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