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This paper makes a case for spiritualising climate change, outlining the importance of bringing diverse religious understandings into climate change responses, particularly in the Pacific Island region. It situates this as part of a wider geographical project of rendering climate change locally meaningful, and story‐telling multiple climate change narratives, including Christian ones. It identifies one of the major obstacles to this spiritualisation: the treatment of religious thought as a barrier to climate change action by much of the existing social science research in the Pacific Islands. Rather than attempting to purify scientific and religious knowledge, this paper proposes an alternative approach, tufala save: the balancing of multiple epistemologies of climate change, exploring their convergences and tensions. This paper draws on four months of ethnographic fieldwork in Vanuatu, and over 60 semi‐structured interviews with religious figures and individuals engaged in climate change adaptation and advocacy across the Pacific Island region. It applies the tufala save approach in order to explore one recurring narrative, the biblical story of Noah and the flood, due to the contentious associations between this story and climate change denial in Oceania. The paper traces three discursive manifestations of the Noah story within the Pacific Islands: rainbow covenant as a basis for denial, Noah as an icon of preparation, and Islanders as unjustly outside of the ark. The contrasts between these three articulations – in terms of the relations between the different knowledges and the possibilities for climate change action they encourage and foreclose – demonstrate the heterogeneity of religious responses to climate change and the potential for fruitful connections between religious and scientific knowledges. They highlight the potential for more‐than‐scientific yet not anti‐scientific responses to climate change that are locally meaningful and morally compelling. This paper makes a case for spiritualising climate change, outlining the importance of bringing diverse religious understandings into climate change responses, particularly in the Pacific Island region. Drawing on fieldwork conducted in Vanuatu, it explores the convergences and tensions between Christian and scientific knowledges of climate change in relation to different articulations of one biblical narrative: the story of Noah and the flood.

A World of Many explores the world-making efforts of Tzotzil Maya children from two different localities within the municipality of Chenalhó, Chiapas. The research demonstrates children's agency in creating their worlds, while also investigating the role played by the surrounding social and physical environment. Different experiences with schooling, parenting, goals and values, but also with climate change, water scarcity, as well as racism and settler colonialism form part of the reason children create their emerging worlds. These worlds are not make believe or anything less than the ontological products of their parents. Instead, Norbert Ross argues that by creating different worlds, the children ultimately fashion themselves into different human beings - quite literally being different in the world. A World of Many combines experimental research from the cognitive sciences with critical theory, exploring children's agency in devising their own ontologies. Rather than treating children as somewhat incomplete humans, it understands children as tinkerers and thinkers, makers of their worlds amidst complex relations. It regards being as a constant ontological production, where life and living constitutes activism. Using experimental paradigms, the book shows that children locate themselves differently in these emerging worlds they create, becoming different human beings in the process.

In Braided Learning, Lenape-Potawatomi educator Susan Dion inspires engagement with the histories and perspectives of Indigenous peoples, cultivating capacities for understanding, attunement, and respect.

This paper gives one of the first in‐depth ethnographic accounts of organisational learning in a public participation organisation, the UK Government‐funded Sciencewise programme. It develops the concept of “organisational spaces”, highlighting the often diverse spaces found within organisational networks, and positing a co‐productionist relationship between these different spaces and the kinds of learning processes that occur. The approach taken affirms the significant and active role of space in organisational learning processes, in a science policy context, as well as demonstrating the importance of connections between different organisational spaces in enabling more transformative learning processes. Two organisational spaces are described based on in‐depth ethnographic and qualitative research in and around the Sciencewise programme 2013–2014. It is argued that informal, temporary and experimental organisational spaces have the potential to co‐produce more transformative instances of learning, making an understanding of their connectedness to more formal and routinised organisational spaces vital for future research.

PurposeThis paper presents a survey of research into interactive robotic systems for the purpose of identifying the state of the art capabilities as well as the extant gaps in this emerging field. Communication is multimodal. Multimodality is a representation of many modes chosen from rhetorical aspects for its communication potentials. The author seeks to define the available automation capabilities in communication using multimodalities that will support a proposed Interactive Robot System (IRS) as an AI mounted robotic platform to advance the speed and quality of military operational and tactical decision making.Design/methodology/approachThis review will begin by presenting key developments in the robotic interaction field with the objective of identifying essential technological developments that set conditions for robotic platforms to function autonomously. After surveying the key aspects in Human Robot Interaction (HRI), Unmanned Autonomous System (UAS), visualization, Virtual Environment (VE) and prediction, the paper then proceeds to describe the gaps in the application areas that will require extension and integration to enable the prototyping of the IRS. A brief examination of other work in HRI-related fields concludes with a recapitulation of the IRS challenge that will set conditions for future success.FindingsUsing insights from a balanced cross section of sources from the government, academic, and commercial entities that contribute to HRI a multimodal IRS in military communication is introduced. Multimodal IRS (MIRS) in military communication has yet to be deployed.Research limitations/implicationsMultimodal robotic interface for the MIRS is an interdisciplinary endeavour. This is not realistic that one can comprehend all expert and related knowledge and skills to design and develop such multimodal interactive robotic interface. In this brief preliminary survey, the author has discussed extant AI, robotics, NLP, CV, VDM, and VE applications that is directly related to multimodal interaction. Each mode of this multimodal communication is an active research area. Multimodal human/military robot communication is the ultimate goal of this research.Practical implicationsA multimodal autonomous robot in military communication using speech, images, gestures, VST and VE has yet to be deployed. Autonomous multimodal communication is expected to open wider possibilities for all armed forces. Given the density of the land domain, the army is in a position to exploit the opportunities for human–machine teaming (HMT) exposure. Naval and air forces will adopt platform specific suites for specially selected operators to integrate with and leverage this emerging technology. The possession of a flexible communications means that readily adapts to virtual training will enhance planning and mission rehearsals tremendously.Social implicationsInteraction, perception, cognition and visualization based multimodal communication system is yet missing. Options to communicate, express and convey information in HMT setting with multiple options, suggestions and recommendations will certainly enhance military communication, strength, engagement, security, cognition, perception as well as the ability to act confidently for a successful mission.Originality/valueThe objective is to develop a multimodal autonomous interactive robot for military communications. This survey reports the state of the art, what exists and what is missing, what can be done and possibilities of extension that support the military in maintaining effective communication using multimodalities. There are some separate ongoing progresses, such as in machine-enabled speech, image recognition, tracking, visualizations for situational awareness, and virtual environments. At this time, there is no integrated approach for multimodal human robot interaction that proposes a flexible and agile communication. The report briefly introduces the research proposal about multimodal interactive robot in military communication.

Who speaks? The author as producer, the contingency of the text, intertextuality, the \"device\"-core ideas of modern literary theory-were all pioneered in the shadow of oral literature. Authorless, loosely dated, and variable, oral texts have always posed a challenge to critical interpretation. When it began to be thought that culturally significant texts-starting with Homer and the Bible-had emerged from an oral tradition, assumptions on how to read these texts were greatly perturbed. Through readings that range from ancient Greece, Rome, and China to the Cold War imaginary, The Ethnography of Rhythm situates the study of oral traditions in the contentious space of nineteenth- and twentieth-century thinking about language, mind, and culture. It also demonstrates the role of technologies in framing this category of poetic creation. By making possible a new understanding of Maussian \"techniques of the body\" as belonging to the domain of Derridean \"arche-writing,\" Haun Saussy shows how oral tradition is a means of inscription in its own right, rather than an antecedent made obsolete by the written word or other media and data-storage devices.

PurposeThe purpose of the paper is to explore the theory and approaches employed by a novice narrative researcher to open, work in, and close the narrative space. The paper reflects on this personal journey and aims to provide insight for other novices to successfully navigate the narrative space.Design/methodology/approachThis paper draws on the experiences and emotions involved in undertaking narrative inquiry as a novice researcher. The paper focuses specifically on the challenges of opening, working in and closing the narrative space.FindingsThrough a critical and reflective discussion of approaches to narrative inquiry, the papers points to key theories, and approaches, which guide narrative research. In doing this, the diversity in interpretation and application of narrative research are noted as essential components of both its challenge and beauty.Practical implicationsThe practical implications of this paper are linked to its utility in helping others reflect on their own practice and also providing insight and support to other novice researchers seeking to navigate the narrative space.Originality/valueThe paper provides a subjective interpretation and application of the theory underpinning narrative research and how it was used to guide the authors research into care leavers journeys into and through university.

Prairie View A&M University is located on land that once was a plantation that housed 400 enslaved individuals. Many of the historically Black university’s historical records were lost in a 1947 fire. Now a new committee has been formed to piece together the university’s past.

How do the stories we tell shape the boundaries of our beliefs about what is possible? From the dawn of time, stories are how humans have made sense of the world. Episode three emphasizes the fundamental role stories play in our lives, our inclination towards dystopian narratives, and the potential for bigger, better stories to unleash the power of human imagination and creativity moving forward.

This research looks at the potential of peer interaction practices in improving narrative competence by analyzing the efficacy of peer learning on children’s oral narrative productions. Gains on a macro-level (structure and coherence of the narrative) and a micro-level (cohesion of the narrative) were analyzed. Fifty-six primary school children participated in this study. Each child told a narrative either individually (individual condition) or while interacting with a peer (joint condition). We explored whether children produced longer, more structured, coherent and cohesive narratives in a joint condition rather than individually, and in which condition the joint task was more beneficial for children’s narrative competence in terms of narrative scores in the individual condition, discrepancy between the members of the same pair, and quality of the interaction. The advantage of peer learning does not derive from the direct comparison of the individual versus the joint condition but depends on specific conditions: the joint condition was beneficial for individuals with lower individual competence and for pairs with a high discrepancy between individual scores. Children’s quality of interaction did not seem to influence the efficacy of peer learning on their narrative competence.