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What’s in a World? The “Indian Ocean World” as a Research Framework
No full textThe Indian Ocean World is a popular topic of cross-disciplinary academic research. However, the framework of this very large and diverse macro-region as a “world” is rarely questioned or defined. This article attempts to offer a working definition of the “Indian Ocean world” that would make it useful as a research framework for historical disciplines, particularly those focused on material culture. It then turns to the western Indian Ocean between the eighth and fifteenth centuries, especially as visible through the lens of archaeological evidence, to question whether the macro-region fits this definition. It concludes that there are substantial differences in how different regions engaged with, and were influenced by, other parts of the oceanic littoral and by maritime connections. A significant part of these differences can be linked to environmental conditions, specifically to how local topography and climate facilitated or obstructed connections to the maritime littoral and to other (economic, political, cultural) networks, and how it shaped receptivity to maritime imports and influences. While each region was unique, environmental conditions allow the definition of two broad spheres of transoceanic influence: a relatively closely integrated shared world, and an associated sphere whose connections to the littoral world were more tenuous
The Formation and Dynamics of Colonial “Lived Spaces”: Urban Space and Society in Colonial Hanoi, 1883–1916
No full textThis study examines the nuanced experiences and perceptions of urban space among different social groups in colonial Hanoi in the late nineteenth and early twentieth centuries by analyzing the French colonial agendas, as reflected through modern urban planning and practices, and its reception among the colonial urban inhabitants, as suggested through their responses to the Statue of Liberty—a colonial urban monument. While existing scholarship has often framed colonial cities as stages for consolidating imperial power, introducing Western ideals of modernity, and forming systems of oppression and exploitation against colonial subjects, it has often overlooked the perceptions and experiences of colonial settlers and native communities, who account for the majority of the city’s population. To address this gap, this study utilizes Henri Lefebvre’s notion of “lived spaces” to explore the multiple layers of experiences of colonial subjects reflected in memoirs, records, and testimonies. A detailed analysis of these sources suggests that colonial subjects were not passive recipients of the colonial agendas but rather active agents constantly challenging and reinterpreting the imposed ideologies according to their interests. Hence, the colonial city, rather than a stage for advancing colonial rule, was a “contact zone” where colonial agendas clashed with subalterns’ resistance
Examining relationships between the clinical learning environment and clinical reasoning in physical therapy education
No full textPurpose: Newly graduated physical therapists are expected to demonstrate high levels of clinical reasoning. Doctor of Physical Therapy (DPT) programs should ensure clinical education experiences foster clinical reasoning. Minimal evidence exists regarding factors that influence physical therapy clinical learning environments (CLE). The purpose of this study was to examine associations between factors DPT students perceive to impact CLE and students’ self-efficacy in clinical reasoning.
Methods: This quantitative exploratory correlational study electronically surveyed 45 graduate physical therapy students enrolled in their final year of DPT education programs upon completing their terminal clinical education experience. The Physical Therapy Self-Efficacy Scale and the abbreviated Clinical Learning Environment Inventory-19 (CLEI-19) were used to assess self-efficacy in clinical reasoning and perceived personalization, student involvement, task orientation, innovation, and student satisfaction in CLE, respectively. Inferential and descriptive statistics assessed the relationships between self-efficacy in clinical reasoning and the previously mentioned CLEI-19 factors.
Results: Very weak to weak, positive relationships that were not statistically significant were identified between self-efficacy in clinical reasoning and perceived personalization (rs(43) = 0.21, P = 0.163), student involvement (rs(43) = 0.14, P = 0.375), task orientation (rs(43) = 0.03, P = 0.867), innovation (rs(43) = 0.16, P = 0.286), and student satisfaction (rs(43) = 0.28, P = 0.064), respectively, in CLE.
Conclusion: DPT programs can use this study to determine which factors in physical therapy CLE relate to self-efficacy in clinical reasoning. The results of this study can be used to guide future research in identifying perceived influential factors in physical therapy CLE
Co-Adaptation in Learner–ChatGPT Dyadic Interaction: A Multi-Leveled Linguistic Analysis
No full textDespite the rapid uptake of large language models (LLMs) like ChatGPT in second language (L2) learning environments, the interactional dynamics of LLM–learner dyads remain under-examined. Existing research has primarily focused on the products of LLM–learner interactions, while the interactional process is rarely a central concern. For example, Sok and Shin (2025) compared learners’ task performance before and after interacting with ChatGPT, emphasizing the importance of outcome gains rather than the turn-by-turn exchanges with the LLM. Kusumaningrum et al. (2024) analyzed the degree of conceptual, lexical, and structural overlap between ChatGPT-generated text and learners’ final email drafts, focusing on learners’ appropriation of AI output rather than the dynamics of learner–ChatGPT interaction
