This paper reports findings from an AHRC-funded project into the use of more than one language in research projects. Using 35 seminar presentations and 25 researcher profiles, we investigated how researchers from differing disciplines became aware of the possibilities, complexities, and emerging practices of researching where more than one language is used: for example, in initial research design, literature reviews, consent procedures, data generation and analysis, and reporting. Our analysis also revealed some of the challenges that researchers face regarding institutional policies, language choices, interpretation and translation practices, and the language politics of representation and dissemination. Based on this analysis, we argue that researchers need to account for the research spaces and the relationships these spaces engender, and recognise developing researcher awareness when researching multilingually.
Many behavioral interventions, whether for the management of chronic pain, overeating, medication adherence, or substance abuse, are ineffective outside of the clinic or office environments in which they are taught. This lack of utility has spawned interest in enabling technologies that are capable of detecting changes in affective state that potentially herald a transition to risky behaviors. We have therefore undertaken the preliminary development of “iHeal”, an innovative constellation of technologies that incorporates artificial intelligence, continuous biophysical monitoring, wireless connectivity, and smartphone computation. In its fully realized form, iHeal can detect developing drug cravings; as a multi-media device, it can also intervene as the cravings develop to prevent drug use. This manuscript describes preliminary data related to the iHeal Project and our experience with its use.
This paper presents an ecological perspective on the developing researcher competence of participants in the research education component of a professionally oriented master's course. There is a particular focus on the intentionality (as in 'purpose') of the participants' research education activity. The data used to develop the ecological perspective, and which at the same time is interpreted from this ecological perspective, consists of interactive, reflective and more product-like written outputs generated by two master's course participants. The analysis reveals how the participants' developing intentionality was shaped by a hybrid of professional and research-related influences, and how this developing intentionality affected the quality of the participants' research education experience. The analysis, with its particular focus on intentionality, constitutes a further development of the ecological perspective on developing researcher competence proposed by the first author, and is intended also as a contribution to the emerging literature on 'research education'.
IntroductionThis paper presents an ecological perspective on the developing researcher competence of participants on a professionally oriented master's course for English language teachers at the University of Manchester in the United Kingdom. An ecological perspective on research education was first developed by Stelma (2011); the present contribution is particularly concerned with the intentionality (as in 'purpose') of different aspects of the participants' research education experiences.The first part of the paper provides an overview of the key features of the ecological perspective, including an explanation of the focus on intentionality. The ecological thinking is also considered alongside other perspectives on postgraduate research education, thereby anticipating the pedagogical and theoretical contributions of the paper. The next part of the paper outlines the focus on developing researcher competence in our master's course, and describes the naturalistic data available to us in our ongoing exploration of this pedagogy. A third part of the paper presents an ecological analysis of the participants' research education experiences. The purpose of this analysis is two-fold: (a) to develop understanding of the participants' research education experiences, and (b) to explicate the ecological perspective on research education.
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