Throughout the 1970s & 1980s, women argued that unless they gained information about their own bodies, there would be no equality. Wendy Kline considers the ways in which ordinary women worked to position the female body at the centre of women's liberation.

In the Guide to the Software Engineering Body of Knowledge (SWEBOK(R) Guide), the IEEE Computer Society establishes a baseline for the body of knowledge for the field of software engineering, and the work supports the Society's responsibility to promote the advancement of both theory and practice in this field. It should be noted that the Guide does not purport to define the body of knowledge but rather to serve as a compendium and guide to the knowledge that has been developing and evolving over the past four decades. Now in Version 3.0, the Guide's 15 knowledge areas summarize generally accepted topics and list references for detailed information. The editors for Version 3.0 of the SWEBOK(R) Guide are Pierre Bourque (Ecole de technologie superieure (ETS), Universite du Quebec) and Richard E. (Dick) Fairley (Software and Systems Engineering Associates (S2EA)).

This book presents a state-of-the-art account of the recent developments and needs for project management in developing countries. It adds to the current state of knowledge on project management in general by capturing current trends, how they widen the content and scope of the field, and why there is a need for a specialist body of knowledge for developing countries. Eminent experts in this domain address the specific nature and demands of project management in developing countries, in the context of its scope and priorities, and discuss the relationships between this emerging field and established bodies of knowledge. The book also addresses the future of project management in developing countries and how this might influence mainstream project management. This important book will be an essential reference for practitioners, students, researchers and policymakers engaged in how to improve the effectiveness and efficiency of project management in developing countries.

"This book presents a vivid and close-up view of social science researchers engaged in fieldwork, in discussions with colleagues and in writing. Adopting an ethnographic approach inspired by ethnomethodology and conversation analysis, the author pursues a praxeological analysis of social inquiry in situ. By conceiving of analytical practices such as observation, shop talk, and conceptualization in experiential terms, the seen but unnoticed structures of knowledge work are exposed and made available for empirical analysis. In a departure from ethnographic studies of research that focus on the physical sciences, the author uses the example of sociological research to shed new light on the role of self and mind for epistemic cultures, on the elusive materiality of conceptual objects, and on researchers' experiential ways of seizing, reviewing and accrediting knowledge. A rich and pervasive study of elementary sites in the research process, The Body of Knowledge will appeal to scholars of sociology, anthropology, and the humanities with interests in the epistemic practice of their own discipline, as well as those working in fields such as the social study of science, ethnomethodology and conversation analysis, and the sociology of interaction"--

Throughout the 1970s and ’80s, women argued that unless they gained access to information about their own bodies, there would be no equality. In Bodies of Knowledge, Wendy Kline considers the ways in which ordinary women worked to position the female body at the center of women’s liberation. As Kline shows, the struggle to attain this knowledge unified women but also divided them—according to race, class, sexuality, or level of professionalization. Each of the five chapters of Bodies of Knowledge examines a distinct moment or setting of the women’s movement in order to give life to the ideas, expectations, and pitfalls encountered by the advocates of women’s health: the making of Our Bodies, Ourselves (1973); the conflicts surrounding the training and practice of women’s pelvic exams; the emergence of abortion as a feminist issue; the battles over contraceptive regulation at the 1983 Depo-Provera FDA hearings; and the rise of the profession of midwifery. Including an epilogue that considers the experiences of the daughters of 1970s feminists, Bodies of Knowledge is an important contribution to the study of the bodies—that marked the lives—of feminism’s second wave.

Spanning the countries of South Africa, Swaziland, and Ghana, this collection of work brings into focus child and youth experience together as a collage of anthropology, creative writing, poetry, and the fine arts. Woven together by questions related to the political economy of child and youth well-being, identity formation, and the multiple layers through which children articulate their health-narrative, ‘ Bodies of Knowledge’ considers living in and coping with chronic illness, spirit-possession, and death. The growth in Critical Health Humanities and the Arts globally, suggests the desire for blended efforts to draw in a wider breadth of knowledge that cuts across the divided worlds of critical social science and the arts. This book, set in an African context, offers myriad possibilities for cross-disciplinary synergies as learning sites. It is a critical contribution to the field of children and childhood studies.

Explore the multiple ways adults learn through their bodies. Embodied or somatic learning is a way of learning that relies on the body’s knowledge. Our most basic form of learning in childhood is preverbal; however, traditional schooling forces us to check our bodies at the door, requiring us to sit at a desk and raise our hands, focusing primarily on cognition to the exclusion of other ways of knowing. By the time we reach adulthood, “being in our bodies” is a foreign concept and a source of discomfort for many of us. This volume challenges the dominant paradigm of how knowledge is constructed and shared. Embodied learning is examined through a variety of practice contexts, including higher education, community education, health care, and the workplace, and through multiple methods, including dance, theater, and outdoor experiential education. This is 134th volume of the Jossey-Bass quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.