Translocality and glocalization: a conceptual exploration

Early-stage cross-disciplinary design often encounters semantic gaps and fragmented problem framings. This study presents IRIS-CEM (Intelligent Reciprocal Interaction System for Co-Evolution Model), a design-driven system that combines AI-generated imagery with a structured semantic card mechanism to support negotiation and collaborative reframing. Deployed through a five-stage workshop process, IRIS-CEM enabled iterative visual–verbal exchanges that surfaced assumptions, bridged disciplinary language, and encouraged perspective shifts. Results show that visual ambiguity prompted abductive reasoning, while the reinterpretation of semantic cards helped teams co-construct shared problem definitions. Moreover, the iterative exchange of AI-generated images and keywords not only reframed the initial problem space but also stimulated the emergence of shared solution directions, demonstrating the toolkit’s dual role in supporting both semantic negotiation and conceptual exploration. Rather than positioning AI as a content generator, IRIS-CEM frames it as a semantic mediator facilitating distributed reasoning and meaning alignment in early-stage collaboration. This study offers a system-level model explaining how ambiguity, reinterpretation, and negotiation interactively shape problem framing across disciplinary boundaries.

This paper advocates for the teaching of entrepreneurship to elementary students, specifically those from 98 percent minority, low socio-economic (Title I schools in the US) by recognizing and harnessing their inherent entrepreneurial spirit. The prevailing notion that entrepreneurship is exclusively reserved for adults disregards the natural inclination of young learners to explore, create, innovate, and fearlessly try new things. By fostering an environment that encourages curiosity, creativity, and problem-solving, educators can tap into the entrepreneurial potential of elementary students. This philosophical position emphasizes the importance of instilling an entrepreneurial mindset in students, promoting a growth mindset, integrating real-world connections, and empowering students to take ownership of their learning. Through age-appropriate activities and authentic experiences, students develop essential entrepreneurial skills and qualities such as critical thinking, adaptability, resilience, and a sense of agency. By embracing this perspective, educators can cultivate a generation of entrepreneurial thinkers and doers who are equipped with the skills, mindset, and creativity necessary for future success in the 21st century. Imagine the following scenario of events that took place in the Rawlings Elementary approach utilized in this paper. A collaboration with the Haitian Center for Inclusive Education founded by Gertrude Bien Aime, in which Rawlings students shared local neighborhood riffs and rhythms they bring into the school each day with neighborhood music of the children in Port au Prince. The 40 students with special needs at the Haiti inclusion school are raised by Gertrude at the Notre Maison Orphanage where she maintains their care and safety regardless of outside conditions. When the Rawlings students met the students and Gertrude the female students in the class requested repeated conversations with Gertrude as a role model but also because of her entrepreneurial ability to face the challenges of gangs, food shortages, and variety of needs the students with disabilities she rescued and raises they engage with. The first comment from my students when the Zoom session ended was “Fundraiser!”. Disregarding their own daily socio economic, educational and potential safety needs in their lives and focusing on the opportunity to assist others. One student had suggesting recording their original music arrangements of their neighborhood music on Spotify. By incorporating authentic experiences, such as connecting with local entrepreneurs, engaging in community projects, and exploring entrepreneurship in various fields, students can grasp the practical applications of entrepreneurial skills. As a result of these shared experiences, the Society for Education, Music and Psychological Research (SEMPRE) with support from Dr. Graham Welch paid for Gertrude to fly to Florida to attend the Florida Council for Exceptional Children Conference to receive added training and entrepreneurial opportunities. Bien Aime received the Florida Council for Exceptional Children’s Landis Stetler Award for service to the field of special education and will be hired and brought to the US this fall as a consultant for the Florida Atlantic University Center for Autism and Related Disabilities. The purpose of this consultancy will be to encourage the parents of children with special needs in the Haitian community there to overcome a perceived stigma in receiving services for their children at the center. The funding also will help her in her efforts to continue to support the students in Haiti. This Rawlings Elementary approach helps students understand how their ideas and actions can make a meaningful impact on their community and the world around them and through journaling, critique discussions and critical thinking on these activities they take steps to improve their reading and writing skills.

INTRODUCTION: To provide Patient-Centered Care to Latina women during labor and delivery, a physician must be aware of how she socially constructs the process of birth with reference to her stock of knowledge and sense of agency. Lay constructs of labor and birth provide a foundation for understanding ethnic motherhood in the 21st century. This study observes the properties and dimensions of the categories we term Latina ethnophysiology and ethnic agency related to pregnancy, labor and birth. METHODS: This is a qualitative study design. Data were from a subset of focus groups of 42 Latina women (both Spanish and English dominant) who had chosen to give birth at a community-based teaching hospital located in East Los Angeles. Data were analyzed using constructivist grounded theory. RESULTS: Latina women constructed mental models of the birthing process along with their ethnic identity and agency, with constructs often unknown to medical professionals. While the medical staff used formal models derived from a narrow, officially sanctioned range of knowledge sources, the patients' models were developed informally, utilizing a wide variety of unsanctioned knowledge sources including information from a relative's advice to stay indoors during a full moon to birthing via YouTube, Baby-R-Us, internet blogs and Jennifer Lopez movies. CONCLUSION: For Latina women, knowledge of the female anatomy and physiology related to birthing is socially constructed. Understanding and integrating the social construction of knowledge in specific segments of patient populations, such as low-income Latina women, informs Patient-centered care.

Within the social sciences, and particularly in political science,1 feminist methods and theory are seen as valuable only within its own disciplinary boundaries, and limited to its own departments or program, often named women’s studies, gender studies, and/or feminist studies. While the move within the academy to formalize the study of women, gender, and feminism is an important one,2 these disciplinary boundaries unfortunately have the result of rendering the study and practice of feminist intellectual work invisible to the rest of the academy. Too often, feminist theory and methodological practice is only carried out by one or two female academics within individual departments, and these academics also happen to be connected with various iterations of women’s studies departments, centers, or programs. As a result, feminist discourse is often absent from broader discourses within the larger academy, which is rife with methodological habits that fail to adequately measure and assess the lives, habits, and politics of marginalized populations at large. Contextualized within this broader condition, this chapter argues that feminism should have an important role in the methodological conventions of the social sciences, especially political science. More specifically, the chapter contends that black feminist theory should be more fully incorporated into the discipline of political science because it specifies how political scientists can better study populations on the margins of American society.

The Nobel Prize in Economics has given recognition to Allais’ work regarding the allocation of scarce resources. It does not refer explicitly to the financial aspect of this work. The latter cannot, however, be dissociated from it. Allais is in fact convinced that humanities and social sciences, as well as physics, need a unitarian theory regarding human behavior. So, the varied areas that he deals with point towards to same global conception. This concern for synthesis meets, under an original structure, with the study of real phenomena and monetary phenomena linked to the research for conditions of a maximum efficiency of the economy.

Addressing the policy challenges and opportunities of “Big data”

Arien Mack Editor’s Introduction “ TIME GOES BY,” AND HERE WE ARE IN OUR SEVENTIETH YEAR— BETTER, we think, than ever. Our quarterly issues, which for many years have been largely thematic, continue to address serious concerns in the life of the mind and the state of the world in which we live. Since 1987 some of these issues have followed from the large public conferences we organize, which are designed to examine contested and urgent social concerns. By bringing together experts from many fields within the academy and beyond, we not only have succeeded in nurturing a dialogue across disciplinary boundaries, and between the academy and the worlds of policy and government, but we have often managed to deepen the understanding of these contested issues by placing them within their larger historical contexts. Our series of conference issues began with In Time ofPlague, which examined our responses to the AIDS epidemic in light of the history of responses to other lethal, epidemic diseases over time. We are now in the process ofmounting the thirteenth and fourteenth conferences in this series. TheirAmerica: TheU.S. in theEyes oftheRest ofthe World, will take place on October 18 and 19, 2004, at the New School, and will bring together speakers from across the globe to exchange their views on this topic. This conference was motivated by the sharp increase in anti-American senti­ ment around the world in the aftermath of 9/11 and the U.S. actions it evoked. Our fourteenth conference, scheduled for April 2005, is entitled Fairness—a concept that has its roots in our animal ancestry and has been a prime concern of individuals, groups, and nations, motivating political and social movements throughout history. At the Fairness conference we will examine the accelerating economic, psychological, and neuroscien­ social research Vol 71 : No 3 : Fall 2004 v tific research on fairness, the role of fairness in major social and politi­ cal events, how our understanding of what fairness means changes in various contexts, and how these changes are reflected in our laws and in our institutions. We will also discuss current instances in which issues of social justice are deeply enmeshed with issues of fairness. In between our first and forthcoming conferences, we have held conferences on as diverse a range o f subjects as Home: A Place in the World, which explored the important role of home and homeland; In the Company ofAnimals, which examined our contested relation to other animals; Rescue: The Paradoxes of Virtue; Technology and the Rest of Culture; Food: Nature and Culture; Privacy; Altered States of Consciousness; International Justice, War Crimes, and Terrorism; Islam: The Public and Private Spheres; and Fear: Its Political Uses and Abuses. All the material from these conferences have become important issues of the journal. Of course, most issues of Social Research are not conference-based, but they too have covered a wide spectrum of topics, from “Truth-tell­ ing, Lying, and Self Deception,” “Sexuality and Madness,” “Shame,” “Courage,” and “Faces” to “Unemployment,” “Nationalism ,” and “Prospects for Democracy.” We see our broad range of concerns as a reflection of the mission of our parent institution, the Graduate Faculty of the New School, which, from its founding in 1933 as the University in Exile, has defined itself as a place that takes seriously the legacy of America’s progressive thinkers, the University in Exile, and the crit­ ical theorists of Europe; It is, as the Graduate Faculty catalog notes, “grounded in the core social sciences and broadened with a commit­ ment to philosophical and historical inquiry. In an intellectual setting where disciplinary boundaries are easily crossed, students learn to practice creative democracy— the concepts, techniques, and commit­ ments that will be required if the world’s people, with their multiple and conflicting interests, are to live together peacefully and justly.” We, like our parent institution, have always taken seriously our claim to be international. This is clear from our roster of authors, who have come from many places across the globe, and from the subjects of our issues, such as our series on East and Central Europe, initiated in vi social research 1988 before the collapse of the Soviet Union, to which...

In contemporary social science the idea of the nation has become increasingly problematic. An intensified analytical, albeit contradictory, emphasis on global and local processes seems to bypass the nation altogether. First, there is the concept of globalization, which suggests, in general terms, that the differences between nation states have been substantially eroded and that global economic, political and cultural integration is, if not complete, then certainly well advanced (Waters, 1995). At a radically different level there is the concept of localization, which proposes that the nation state and any form of national culture is at best a hegemonic fiction, with “authentic” place-and community-based systems of meaning that are deeply marked by the cultures of the marginalized (for example, of women, subaltern ethnic minorities and so on), repudiating the confected communality of the patriarchal state. Where, then, can the contemporary nation be found?

Fisheries policy, research and the social sciences in Europe: Challenges for the 21st century

In this study, which aims to examine the management and methodological elements in educational sciences, the concepts of education, educational science, educational management and multiple disciplines, which are prominent in the discipline of social sciences, were focused on. One of the elements that can contribute to the scientific development process of disciplines is their interaction with other disciplines. According to the working principles, the relations of disciplines with other disciplines are sometimes divided, sometimes united, sometimes intersected. Thus, the boundaries of disciplines sometimes intersect or separate. Such interactions of disciplines, especially educational science, have brought with them different conceptualizations. One of the prominent topics of discussion of educational management in the world context is the problem of fact-value and the nature of science. This problematic is discussed between logical empiricists, who state that the science of educational management should deal only with facts, and those who adopt the educational view of epistemics, especially those who state that value is part of educational management. Dec. This topic of discussion, which stands out within the scope of educational management sciences, can also affect how the field can follow a path in information production processes and, therefore, its attitude towards method and management. Key Words: Educational Science, Educational Management, Management Elements, Methodological Elements

The philosophy of the social sciences considers the underlying explanatory powers of the social (or human) sciences, such as history, economics, anthropology, politics, and sociology. The types of question covered include the methodological (the nature of observations, laws, theories, and explanations) to the ontological—whether or not these sciences can explain human nature in a way consistent with common-sense beliefs. This publication is a major, comprehensive look at the key ideas in the field, guided by several principles. The first is that the philosophy of social science should be closely connected to, and informed by, developments in the sciences themselves. The second is that the volume should appeal to practicing social scientists as well as philosophers, with the contributors being drawn from both ranks, and speaking to on-going controversial issues in the field. Finally, the volume promotes connections across the social sciences, with greater internal discussion and interaction across disciplinary boundaries. It is split into five sections: mechanisms, explanation, and causation; evidence; norms, culture, and the social-psychological; sociology of knowledge; normative connections.

Contemporary changes in social sciences involve emergence and spread of practices that transgress established disciplinary boundaries. Scientific disciplines imply not only conventional classification categories arranging forms of knowledge, but are perceived as structured by the world itself. Disciplinary divisions between social sciences are increasingly evoking a sense of arbitrariness and contingency rather than of natural predetermination and embeddedness. The most profound changes in modern sociological theory are caused by the desire to rethink and overcome conceptual gaps formed in the course of institutionalizing of socio-humanitarian disciplines. These conceptual transformations may be considered as indicators and factors of modern civilizational dynamics. However, not all research activities that go beyond a discipline lead to disappearance of or threaten existence of disciplinary boundaries. Taking into account the multidirectional and incomplete character of the changes, a thesis is argued for about reconfiguring the disciplinary space of modern social sciences. To analyze various forms and directions of disciplinary reconfiguration, the article proposes a scheme of seven phases in social sciences disciplinary development: pre-disciplinary, mono-disciplinary, multi-, inter-, anti-, trans-, and post-disciplinary phases. Current situation in the social sciences is characterized by intersections and weird interactions of the above phases, where different phases are in different interrelations with each other

Theoretically significant research on transnational migrations has usually been based on in‐depth qualitative studies with detailed case study data linked to specific contexts. The concept of transnationalism has been used to capture and theorise enduring and complex interchanges of people, things and ideas between places, regions and/or countries, that are separated by borders, and usually by large physical distances. Transnationalism has also been linked to accounts of intense forms of international migration under globalisation, often in contexts of unequal power relations. Rather few studies have tried to grasp the phenomenon in larger samples, examining its importance and characteristics over time in different migratory contexts. While sharing theoretical and epistemological understandings from the transnational research field, this paper explores the phenomenon by analysing a comprehensive set of quantitative data on long‐distance frequent movers between Sweden and Asia, Latin America and Africa. By looking at the most mobile of all migrants in this South–North context, the paper explores the characteristics and scope of transnational migrations. The analyses show that transnational circulators, defined here as individuals who have migrated three times or more between Sweden and these regions, constitute a very small proportion of all South–North migrants over a 35‐year period. They are more likely than other groups to be highly educated, male, low‐income earners and Swedish citizens. These results contrast with other studies where transnational mobility of the highly skilled is often associated with successful career migration and high income groups. The conclusion of this paper is that, despite the high qualification level of circulators, long‐distance circulation between Sweden and the global South is associated with negative income and labour market situations. The paper also questions the relevance of the concept of transnationalism itself in this specific context. Copyright © 2006 John Wiley & Sons, Ltd.

Interdisciplinary work encourages porosity in disciplinary boundaries and the osmosis of knowledge. However, it depends on a willingness of those working within and across disciplines to build bridges instead of erecting walls. One threat to its growth is that academics often refuse to acknowledge the problems of interdisciplinary scholarship. A series of interviews with lecturers and students (mostly from the Department of Geography at Durham) provide some of the data for this article, which discusses attempts to bridge gaps between the sciences and the social sciences, and between the social sciences and the arts. Key points of debate include the ideological split between human and physical geographers, polarisation of research groups, the generational shift in the conceptualisation of geography, and logistical and institutional obstructions to interdisciplinary scholarship. Furthermore, some benefits and disadvantages of conducting interdisciplinary research at doctoral level are explored. We conclude by scanning the proverbial crystal ball in an attempt to foresee what the fate of interdisciplinary studies may be.

Reviewed by: Analysis of Jazz: A Comprehensive Approach by Laurent Cugny Eunmi Shim Analysis of Jazz: A Comprehensive Approach. By Laurent Cugny. Translated by Bérengère Mauduit. (American Made Music Series.) Jackson: University Press of Mississippi, 2019. [x, 384 p. ISBN 9781496821881 (hardcover), $99; ISBN 9781496821898 (paperback), $35; also available as an e-book, ISBN and price vary.] Music examples, illustrations, bibliography, index. Laurent Cugny is a French musician and musicologist who collaborated with Gil Evans in the late 1980s. His previous books on jazz include Las Vegas tango: Une vie de Gil Evans (Paris: P.O.L, 1989), Électrique Miles Davis, 1968–1975 (Marseille: A. Dimanche, 1993), Une histoire du jazz en France (Paris: Outre mesure, 2014), and Hugues Panassié: L'œuvre panassiéenne et sa réception (Paris: Outre mesure, 2017), none of which is available in English translation. This volume, a translation of his Analyser le jazz (Paris: Outre mesure, 2009), is an ambitious venture to create a comprehensive system of analysis by encompassing a wide range of subjects that the author considers relevant in jazz analysis, many of which are not usually found in the standard literature on jazz theory and analysis. Comprehensiveness is reflected in its three-part structure: the first part engages in conceptual explorations, including the definition of a "work of jazz" and related concepts; the second part focuses on musical elements, such as harmony, rhythm, form, sound, and melody; and the third part discusses [End Page 432] various subjects, including the history of jazz analysis, transcription, and an overview of analytical approaches. In the first part, Cugny takes pains at defining various concepts and terms, devoting the first two chapters, for example, to the idea of a "work of jazz." He explains that "a work of jazz could only be a performance" (pp. 36–37) and distinguishes it from a composition, whether written by jazz musicians or not: "a composition remains a work in general and becomes a work for jazz in the moment that a jazz performance uses it as a starting point" (p. 37). He also distinguishes a "work of jazz" from Western classical music, which he calls "art music": "A jazz performance is an object that conceals a composition as it creates a new version of it, whereas a performance of art music reveals the written work" (p. 36). Interestingly, he often uses the term object in his discussion: "[A composition] cannot manifest itself in a (jazz) sound object outside of a performance, which, as it is being carried out, becomes a real object in its own right. This real object is different from the composition, which remains an unexpressed 'ideal' object" (p. 36). It is certainly important to emphasize the performance aspect of jazz, especially involving improvisation, but it is not clear why he focuses so much on what a "work of jazz" is. Although he sometimes uses examples (like Thelonious Monk's "'Round Midnight") to make his point, his discussions often become as vague as some of his terms. For example, he defines the term moments as "segments in the continuous sound that are characterized according to factors that the analyst decides on (amount of improvisation, parameters, etc.)" (p. 52). Intent on establishing a comprehensive system, Cugny also heavily engages in classification systems that divide things into categories and subcategories and then further subdivide them into more subcategories. Although it is important to demonstrate the relationships between various concepts and elements, this endeavor often results in a series of catalogs that seem excessive. In distinguishing between "what is composed and what is improvised," for example, he suggests that it "is possible to create a more precise tool with six notions articulated in two categories: the modes of elaboration on the one hand (fixing process, codes of play, improvisation) and the modes of exchange (instruction, cue, interplay) on the other hand" (pp. 55–56). He then divides one of the six notions, the "fixing process," into two categories, a "fixed text" and a "written text"; the former is then further "classified in three types of elements: the composition, the fixed fragment, and the harmonic changes" (p. 56). This type of multilevel categorization, combined with vague terms, often...