Concepts that support collocated collaborative work inspired by the specific context of industrial designers

2004 ◽  
Author(s):  
H. Wang ◽  
E. Blevis
Keyword(s):  
Collaborative Work ◽  
Specific Context ◽  
Industrial Designers

A Functional Collaborative Work Unit for Analysing Hazardous Flight Approaches

2007 ◽  
Author(s):  
Ronish Joyekurun ◽  
Paola Amaldi ◽  
William Wong
Keyword(s):  
Collaborative Work ◽  
Work Unit

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

Design emergence in Morocco as an African country: a pending institutionalization

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Nabil EL HILALI
Keyword(s):  
Institutional Theory ◽  
Exponential Growth ◽  
African Country ◽  
Political Stability ◽  
The State ◽  
Design Management ◽  
Specific Context ◽  
Developed Economies ◽  
Design Value ◽  
Specific Country

If design management is worldwide institutionalized especially in developed economies, little is known about African design even though the continent is becoming an attractive economy thanks to his exponential growth and more political stability. Oriented toward one specific country: Morocco, this study through a questioning embedded in institutional theory brings an overview about design in a specific context. This research captures design management emergence in Morocco by spotting the light on the state of design institutionalization toward the creation of design value.

Interactive acculturation of Turkish-Belgian parents and children in Flanders: A case study of Beringen

2019 ◽  
Vol 16 (3) ◽  
pp. 417-428
Author(s):  
Özgün Ünver ◽  
Ides Nicaise
Keyword(s):  
Early Childhood ◽  
Maternal Employment ◽  
Domain Specificity ◽  
Specific Context ◽  
Childhood Education ◽  
Parents And Children ◽  
Education And Care ◽  
The Relationship ◽  
The Town

This article tackles the relationship between Turkish-Belgian families with the Flemish society, within the specific context of their experiences with early childhood education and care (ECEC) system in Flanders. Our findings are based on a focus group with mothers in the town of Beringen. The intercultural dimension of the relationships between these families and ECEC services is discussed using the Interactive Acculturation Model (IAM). The acculturation patterns are discussed under three main headlines: language acquisition, social interaction and maternal employment. Within the context of IAM, our findings point to some degree of separationism of Turkish-Belgian families, while they perceive the Flemish majority to have an assimilationist attitude. This combination suggests a conflictual type of interaction. However, both parties also display some traits of integrationism, which points to the domain-specificity of interactive acculturation.

Mirrors, Masks, and Masculinity: The Homosocial Legacy from Dickens to Machen

2016 ◽  
Vol 6 (3) ◽  
pp. 256-275
Author(s):  
Molly C. O'Donnell
Keyword(s):  
Nineteenth Century ◽  
Victorian Novel ◽  
Specific Context ◽  
Clear Cut ◽  
The World ◽  
Speech Genre

All the narrators and characters in J. Sheridan Le Fanu's In a Glass Darkly are unreliable impostors. As the title suggests, this is also the case with Arthur Machen's The Three Impostors, which similarly presents a virtual matryoshka of unreliability through a series of impostors. Both texts effect this systematic insistence on social constructedness by using and undermining the specific context of the male homosocial world. What served as the cure-all in the world of Pickwick – the homosocial bond – has here been exported, exposed, and proven flawed. The gothic is out in the open now, and the feared ghost resides without and within the group. The inability of anyone to interpret its signs, communicate its meaning, and rely on one's friends to talk one through it is the horror that cannot be overcome. Part of a larger project on the nineteenth-century ‘tales novel’ that treats the more heterogeneric and less heteronormative Victorian novel, this article examines how In a Glass Darkly and The Three Impostors blur the clear-cut gender division articulated in prior masculine presentations like The Pickwick Papers and feminine reinterpretations such as Cranford. These later texts challenge binaries of sex, speech, genre, and mode in enacting the previously articulated masculine and feminine simultaneously.

Working at the Crossroads: A Guide for Border Crossing

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
John Mckiernan-González
Keyword(s):  
American Studies ◽  
Collaborative Work ◽  
Border Crossing ◽  
Keynote Address ◽  
Cross Border ◽  
Entry Points ◽  
Academic Labor ◽  
Boyle Heights ◽  
The University ◽  
The Impact

This article discusses the impact of George J. Sánchez’s keynote address “Working at the Crossroads” in making collaborative cross-border projects more academically legitimate in American studies and associated disciplines. The keynote and his ongoing administrative labor model the power of public collaborative work to shift research narratives. “Working at the Crossroads” demonstrated how historians can be involved—as historians—in a variety of social movements, and pointed to the ways these interactions can, and maybe should, shape research trajectories. It provided a key blueprint and key examples for doing historically informed Latina/o studies scholarship with people working outside the university. Judging by the success of Sánchez’s work with Boyle Heights and East LA, projects need to establish multiple entry points, reward participants at all levels, and connect people across generations.I then discuss how I sought to emulate George Sánchez’s proposals in my own work through partnering with labor organizations, developing biographical public art projects with students, and archiving social and cultural histories. His keynote address made a back-and-forth movement between home communities and academic labor seem easy and professionally rewarding as well as politically necessary, especially in public universities. 

An Alternative Postsecularism

2019 ◽  
Vol 29 ◽  
pp. 35-48
Author(s):  
Wayne Hudson
Keyword(s):  
Private Sphere ◽  
Specific Context ◽  
The Public ◽  
The Enlightenment ◽  
Alternative Version

This paper outlines an alternative version of postsecularism, one that involves a critique of many Western approaches to postsecularism. This alternative postsecularism accepts secularity for certain purposes and domains, but not secularism. It inherits the Enlightenment in some institutional respects, but not necessarily its philosophical conceptions or its anti-religion. It does not make detailed prescriptions for any specific context, but it does imply that a mature postsecularism will take account of spiritual performances in both the public and the private sphere.

The history of neurosurgery at the House Clinic in Los Angeles

2020 ◽  
Vol 133 (3) ◽  
pp. 749-755 ◽  
Author(s):  
Gautam U. Mehta ◽  
Gregory P. Lekovic
Keyword(s):  
Los Angeles ◽  
Vestibular Schwannoma ◽  
Video Transmission ◽  
Collaborative Work ◽  
Hearing Preservation ◽  
Auditory Brainstem ◽  
Team Approach ◽  
Middle Fossa ◽  
History Of ◽  
Operative Microscope

Although most widely known as the birthplace of neuro-otology, the House Clinic in Los Angeles has been the site of several major contributions to the field of neurosurgery. From the beginning of the formation of the Otologic Medical Group in 1958 (later renamed the House Ear Clinic), these contributions have been largely due to the innovative and collaborative work of neurosurgeon William E. Hitselberger, MD, and neuro-otologist William F. House, MD, DDS. Together they were responsible for the development and widespread adoption of the team approach to skull-base surgery. Specific neurosurgical advances accomplished at the House Clinic have included the first application of the operative microscope to neurosurgery, the application of middle fossa and translabyrinthine approaches for vestibular schwannoma, and the development of combined petrosal, retrolabyrinthine, and other alternative petrosal approaches and of hearing preservation surgery for vestibular schwannoma. The auditory brainstem implant, invented at the House Clinic in 1979, was the first ever successful application of central nervous system neuromodulation for restoration of function. Technological innovations at the House Clinic have also advanced neurosurgery. These include the first video transmission of microsurgery, the first suction irrigator, the first debulking instrument for tumors, and the House-Urban retractor for middle fossa surgery.

Proposal of an instrument to evaluate interaction spaces in a VLE

2019 ◽  
pp. 1-13
Author(s):  
Rubí Estela Morales-Salas ◽  
Daniel Montes-Ponce
Keyword(s):  
Learning Environment ◽  
Design Space ◽  
Collaborative Work ◽  
Virtual Learning ◽  
Interaction Space ◽  
Learning Objects ◽  
Traditional Education ◽  
Virtual Learning Environment ◽  
Discussion Forums ◽  
Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

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