scholarly journals Knowledgeable Artefacts: The role of performance documentation in PaR

2016 ◽  
Vol 9 (3) ◽  
Author(s):  
Dani Abulhawa
Keyword(s):  
Built Environment ◽  
Knowledge Production ◽  
Research Practice ◽  
Regular Feature ◽  
The Public ◽  
Central Concern ◽  
And Performance ◽  
Performance Research

The documentation of research practice is a central concern for practice-based researchers, whose projects involve a consideration of multiple sites in which knowledge is produced and experienced.   My own practice as research PhD involved a series of performative explorations of gendered play in the built environment. The documentation I produced was in the form of artists’ pages (inspired by the regular feature in performance research), containing diary entries and responses overheard from members of the public, as well as comments about my engagement with each examiner. Whilst writing up my research, I found it necessary to consider the knowledge I had gained through the process of documenting and from an engagement with the documentation itself.   My article explores the role of documentation as another site of knowledge production and performance within the thesis.

An Empirical Study Investigating the Effectiveness of Integrating Anecdotal Patient Experiences into Healthcare Public Reports

2018 ◽  
Vol 62 (1) ◽  
pp. 533-537 ◽  
Author(s):  
Sruthy Agnisarman ◽  
Amal Ponathil ◽  
Snehal Lopes ◽  
Kapil Chalil Madathil
Keyword(s):  
Decision Aids ◽  
Healthcare Facility ◽  
The Public ◽  
Public Report ◽  
And Performance ◽  
Average Average ◽  
Infor Mation ◽  
Anecdotal Information

Public reports provided by the Centers for Medicare & Medicaid Services provide information on the per-formance and quality of the healthcare professionals and hospitals, as a way to help consumers make in-formed decisions about their healthcare choices. Recent studies indicate that consumers’ infrequent use of public reports is due to reports’ poor design, irrelevant content, and inadequate dissemination. Patient gen-erated feedback is considered to be easily understandable to consumers as compared to the technical infor-mation provided in the public report. However, there has been limited research focused on the specific role of integrating such feedback into healthcare public reports, and its effect on the consumers’ decision mak-ing process. Using a between subjects design, 362 participants completed this study. The independent vari-ables were, anecdotal information: supporting or criticizing facilities presented; and performance of healthcare facility based on public report: below average, average and above average. Although participants based their decisions on public report information, negative anecdotal information influenced their decision when provided alongside positive public reports, suggesting that it is imperative to develop a new genre of decision aids to aid a consumer’s informed decision making process.

scholarly journals Closing Perspective on the Special Issue on JUUL

2021 ◽  
Vol 45 (3) ◽  
pp. 611-613
Author(s):  
Karl O. Fagerström
Keyword(s):  
Public Health ◽  
Unintended Consequences ◽  
Special Focus ◽  
Special Issue ◽  
Theme Issue ◽  
The Public ◽  
Never Smokers ◽  
And Performance ◽  
Regulatory Challenge

Objective: This article provides an overview of this theme issue of the American Journal of Health Behavior dedicated to electronic nicotine delivery systems (ENDS), with a special focus on JUUL. Methods: The author summarizes key findings from included papers and offers an evaluative perspective on ENDS as tools for smoking cessation versus the prospect of their appeal to previous non-smokers. Results: Delineation of certain metrics (eg, defining who is a smoker) and clarification about an acceptable level of unintended consequences weighed against harm reduction confound conclusions about the public health role of ENDS/JUUL. Conclusion: Until agreement on key definitions and performance of well-controlled studies, a system that promotes ENDS/JUUL use among smokers but discourages their use by never-smokers is a regulatory challenge.

scholarly journals Transformational leadership for organizational change in the Lebanese public sector

2019 ◽  
Vol 17 (2) ◽  
pp. 205-216
Author(s):  
Bissane Harb ◽  
Dina Sidani
Keyword(s):  
Transformational Leadership ◽  
Organizational Change ◽  
Public Sector ◽  
Successful Implementation ◽  
Leading Change ◽  
The Public ◽  
Idealized Influence ◽  
Public Managers ◽  
And Performance

The public sector is facing multiple changes. In a constantly changing environment, that is more and more demanding in terms of innovation and performance, the concept of leadership is of particular importance, as it is one of the few tools available to public managers.Based on the transformational leadership theory, the aim of this study is to explore how transformational leadership characteristics influence organizational change within the public sector in Lebanon. To serve this purpose, a qualitative approach is adopted based on a series of semi-focused interviews conducted with ten public managers running 10 public administrations. These administrations have undergone significant changes over the past five years.The results point out the importance of transformational behaviors adopted by public managers in leading change within the public sector in Lebanon, despite the multiple obstacles. They confirmed the role of two transformational dimensions related to idealized influence and inspirational motivation in the successful implementation of organizational change. This study contributes to better understanding of the role of transformational leadership in promoting change in the public sector.

scholarly journals The role of the specialized pages of social media in strengthening civil peace - The Tech for Peace as a model

2021 ◽  
pp. 37-52
Author(s):  
سعد سلمان عبد الله ◽  
حنين سعد سلمان
Keyword(s):  
Social Media ◽  
Social Protest ◽  
Survey Method ◽  
Main Question ◽  
The Public ◽  
The Social ◽  
Media Work ◽  
And Performance ◽  
False News

The process of combating rumors through specialized pages in of social media, including what is published on The Tech for Peace page of Facebook, is one of the important operations in the leading pages that address rumors and false news as one of the major problems facing media work in our world today, as it aims To strengthen civil peace by highlighting the standards of accuracy and fairness in the process of transmitting news in an ethical manner, and addressing everything that is harmful to the reputation and performance of individuals, groups, institutions or countries according to the goals planned by the promoters of rumors and false news. The problem of this study is summarized in a main question: What is the role of the specialized pages of Facebook in strengthening civil peace in Iraq? In this research, the two researchers followed the survey method; In order to analyze the contents of the rumors that were verified before the (Tech for Peace) page, in order to know the role that the specialized pages play in achieving civil peace. As for the research results, the researchers reached several results, the most important of which are: 1. The results of the analytical study proved that (security rumors) ranked first, as most of the rumors circulating in the Iraqi street during 2019 focused on the issue of murder, abuse and arrests that the social protest movement in Iraq was subjected to, especially after 10/1/2019 through Its greatest component is the youth, who protested against all the service, political, social and other conditions that came as a result of the worsening of the poor relationship between the authority and the public.

scholarly journals Tasks in action in Vietnamese EFL high school classrooms: The role of rehearsal and performance in teaching and learning through oral tasks

2021 ◽  
Author(s):  
◽  
Thi Bao Trang Nguyen
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Task Design ◽  
Phase 2 ◽  
Public Performance ◽  
The Public ◽  
Teachers And Students ◽  
And Performance ◽  
Problem Solving Task

<p>Task-based language teaching (TBLT) has attracted considerable attention in research on language teaching and learning. Numerous publications have made a case for TBLT and the role of tasks in learning. TBLT has been introduced in language curricula around the world, including English as a foreign language (EFL) curricula in many countries in Asia. Yet research into tasks in action from both teaching and learning perspectives is rare with scant examination of decisions on task design and implementation that teachers make in the classroom and how their pedagogical decisions are linked to student learning and engagement. The present research addresses these gaps.  The research was conducted in two phases in a Vietnamese high school where a series of task-based EFL textbooks have been adopted to promote curriculum innovation. Phase 1 was a descriptive study which investigated how the Vietnamese EFL teachers implemented oral textbook tasks through adapting task design and creating classroom activity and how learners engaged in the tasks. The data were collected over two and a half months through classroom observations, stimulated recalls and in-depth interviews with teachers and students. The results revealed that the teachers displayed a strong tendency to adapt or replace the textbook tasks, with specific preferences for open over closed tasks, input-independent over input-dependent tasks and divergent over convergent tasks. They also opted for tasks that are not just 'real world', but 'real' to students. Teacher task choices were found to be guided by their own task experimentation, by clearly articulated beliefs about teaching and learning and by a strong orientation to learner engagement.  Decision making by all the teachers reflected a general commitment to a final public performance of the task by groups of students. This public performance was preceded by rehearsal for the performance, involving students doing the task in pairs or groups to prepare for the performance of the task in front of the class. The terms rehearsal and performance were used because they captured the teachers' and students' orientation and intent as observed in the lessons and explained in the interviews. Rehearsal and performance constituted two of four identifiable stages of task implementation used by the teachers: pre-task, rehearsal, performance and post-task. Both the teachers and students valued the notion of performance as a driving force for the use of English and as a social classroom event to engage students in task work. The centrality of public performance in these EFL classrooms, and a lack of empirical evidence about its impact in task-based learning motivated Phase 2 of the thesis.  Phase 2 specifically addressed the impact of task design and learner proficiency on the occurrence and resolution of language-related episodes (LREs) (Swain, 1998) in task rehearsal and on the subsequent take-up in the public performance of the language items which were focussed on in LREs. Three proficiency groups (n=8 dyads in each) from six intact classes carried out two tasks: one problem-solving task (a convergent task) and one debate task (a divergent task), with a 15-minute rehearsal for their performance. The first group was composed of dyad members of the same higher proficiency (HH); the second group consisted of mixed proficiency dyads (HL) and the third group was lower proficiency dyads (LL). The total data included 48 rehearsals and 48 corresponding performances collected in normal classroom hours. Students were also interviewed after they had finished all the tasks.  The results showed that task design and proficiency affected not only the occurrence and resolution of LREs in task rehearsal but also uptake in the public performance. Specifically, while the problem-solving task induced more LREs, the debate task was more conducive to uptake because the latter task, from the students' perspective, lent itself to performance in ways that the former did not. Overall lower proficiency dyads produced more LREs in rehearsal than higher proficiency dyads. However, it was how LREs were resolved rather than the frequency of LREs that correlated positively with successful uptake in performance. Proficiency also influenced the problem-solving strategies that the learners adopted to prepare for the public performance.  Taken as a whole, this thesis suggests that teacher thinking plays an essential role in transforming tasks in classrooms, and that building in performance to tasks and rehearsal for that performance may contribute to language learning and development. The research has useful implications for task design and implementation, as well as for theory and research methodology.</p>

scholarly journals Retos y desafíos de los sistemas de evaluación en América Latina: los casos de México y Colombia / Obstacles and Challenges of the Evaluation Systems in Latin America: the Cases of Mexico and Colombia)

2016 ◽  
Vol 5 (2) ◽  
pp. 313-333
Author(s):  
Bianor Cavalcanti ◽  
Guilherme Ramon Garcia Marques
Keyword(s):  
Latin American ◽  
Public Management ◽  
Political Agenda ◽  
Social Transformations ◽  
Evaluation Systems ◽  
The Public ◽  
Public Projects ◽  
America Latina ◽  
And Performance

ABSTRACTIn recent decades, economic and social transformations brought the reform of the state and of the public administration to the center of the political agenda in several countries, promoting the rethink and the modernization of the public management internal processes, as well as the adoption of new tools able to improve mechanisms of economy, dynamism, efficiency and public value. In this sense, the implementation of programs and policies evaluation systems assumed role of fundamental importance in the reform processes around the world, including inside the Latin American scene. They are directly linked to the processes of accountability and performance measurement, focusing on the collection, analysis and interpretation of information to evaluate the design, implementation, operation, effects, justifications and social implications of programs and public projects, opening doors for an important role of feedback on the quality of development and management. Thus, this paper aims to understand to what extent these systems meets the functions expected of them and what obstacles are compromising its consolidation.RESUMENEn las últimas décadas, las transformaciones económicas y sociales llevaron la reforma del Estado y de su administración al centro de la agenda política de varios países, impulsando la gestión pública a replantear y modernizar sus procesos internos, promoviendo la adopción de nuevas herramientas que contribuyan al perfeccionamiento de mecanismos de economicidad, dinamismo, eficiencia y, principalmente, valor público. En esto sentido, la implementación de sistemas de evaluación de programas y políticas públicas por los gobiernos asume papel de fundamental importancia, legitimándose en el discurso y práctica, inclusive dentro de la escena latinoamericana. Están vinculados directamente a los procesos de rendición de cuentas y medición de resultados, centrándose en la recopilación, análisis e interpretación de información para evaluar el diseño, implementación, operación, efectos, justificaciones e implicaciones sociales de programas y proyectos de carácter público, abriendo puertas para una importante función de retroalimentación en la calidad del desarrollo y en la gestión. Así, esto paper tiene como objetivo comprender a qué punto estos sistemas cumplen las funciones que se espera de ellos y cual los obstáculos que comprometen su consolidación.

They’ll Take Whatever You Feed Them

2020 ◽  
pp. 173-190
Author(s):  
Cornelia Lund
Keyword(s):  
Academic Research ◽  
Second Step ◽  
The Public ◽  
Specific Field ◽  
Visual Music ◽  
Expanded Cinema ◽  
And Performance ◽  
Set Up ◽  
Performance Project

This chapter investigates the approaches to projection we find in the field of live audiovisual performance. This field comprises different kinds of performative expressions working with live manipulated sound and image, such as VJ and live cinema performances, as well as many expanded cinema and visual music projects, but also cases of collaborations with artists from other areas such as dance. As different as they may be in their approach to performance and the interconnection of sound and image, they share a similar approach to projection: as opposed to the ‘traditional’ cinematic dispositive, there are no fixed expectations or rules as to how the elements of the projection process should be arranged in a live audiovisual performance. Their set-up has to be decided anew for, and according to, every single performance project. This creative freedom opens up the space for a broad theoretical and practical exploration of the projection process, which, however, often becomes restricted by certain standardizations, as the analysis of performances and performance situations shows. This chapter develops some reflections on projection in this very specific field by, in a first step, discussing theoretical and discursive approaches to projection. In a second step, it analyses the role of projection in concrete situations of live audiovisual performance, relying on the author’s academic research as well as on her experiences with such performances as a curator and a member of the public.

scholarly journals Tasks in action in Vietnamese EFL high school classrooms: The role of rehearsal and performance in teaching and learning through oral tasks

2021 ◽  
Author(s):  
◽  
Thi Bao Trang Nguyen
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Task Design ◽  
Phase 2 ◽  
Public Performance ◽  
The Public ◽  
Teachers And Students ◽  
And Performance ◽  
Problem Solving Task

<p>Task-based language teaching (TBLT) has attracted considerable attention in research on language teaching and learning. Numerous publications have made a case for TBLT and the role of tasks in learning. TBLT has been introduced in language curricula around the world, including English as a foreign language (EFL) curricula in many countries in Asia. Yet research into tasks in action from both teaching and learning perspectives is rare with scant examination of decisions on task design and implementation that teachers make in the classroom and how their pedagogical decisions are linked to student learning and engagement. The present research addresses these gaps.  The research was conducted in two phases in a Vietnamese high school where a series of task-based EFL textbooks have been adopted to promote curriculum innovation. Phase 1 was a descriptive study which investigated how the Vietnamese EFL teachers implemented oral textbook tasks through adapting task design and creating classroom activity and how learners engaged in the tasks. The data were collected over two and a half months through classroom observations, stimulated recalls and in-depth interviews with teachers and students. The results revealed that the teachers displayed a strong tendency to adapt or replace the textbook tasks, with specific preferences for open over closed tasks, input-independent over input-dependent tasks and divergent over convergent tasks. They also opted for tasks that are not just 'real world', but 'real' to students. Teacher task choices were found to be guided by their own task experimentation, by clearly articulated beliefs about teaching and learning and by a strong orientation to learner engagement.  Decision making by all the teachers reflected a general commitment to a final public performance of the task by groups of students. This public performance was preceded by rehearsal for the performance, involving students doing the task in pairs or groups to prepare for the performance of the task in front of the class. The terms rehearsal and performance were used because they captured the teachers' and students' orientation and intent as observed in the lessons and explained in the interviews. Rehearsal and performance constituted two of four identifiable stages of task implementation used by the teachers: pre-task, rehearsal, performance and post-task. Both the teachers and students valued the notion of performance as a driving force for the use of English and as a social classroom event to engage students in task work. The centrality of public performance in these EFL classrooms, and a lack of empirical evidence about its impact in task-based learning motivated Phase 2 of the thesis.  Phase 2 specifically addressed the impact of task design and learner proficiency on the occurrence and resolution of language-related episodes (LREs) (Swain, 1998) in task rehearsal and on the subsequent take-up in the public performance of the language items which were focussed on in LREs. Three proficiency groups (n=8 dyads in each) from six intact classes carried out two tasks: one problem-solving task (a convergent task) and one debate task (a divergent task), with a 15-minute rehearsal for their performance. The first group was composed of dyad members of the same higher proficiency (HH); the second group consisted of mixed proficiency dyads (HL) and the third group was lower proficiency dyads (LL). The total data included 48 rehearsals and 48 corresponding performances collected in normal classroom hours. Students were also interviewed after they had finished all the tasks.  The results showed that task design and proficiency affected not only the occurrence and resolution of LREs in task rehearsal but also uptake in the public performance. Specifically, while the problem-solving task induced more LREs, the debate task was more conducive to uptake because the latter task, from the students' perspective, lent itself to performance in ways that the former did not. Overall lower proficiency dyads produced more LREs in rehearsal than higher proficiency dyads. However, it was how LREs were resolved rather than the frequency of LREs that correlated positively with successful uptake in performance. Proficiency also influenced the problem-solving strategies that the learners adopted to prepare for the public performance.  Taken as a whole, this thesis suggests that teacher thinking plays an essential role in transforming tasks in classrooms, and that building in performance to tasks and rehearsal for that performance may contribute to language learning and development. The research has useful implications for task design and implementation, as well as for theory and research methodology.</p>

scholarly journals HERITAGE AND ART EDUCATION THROUGH THE SCREEN. FILLING THE SPACE BY PERFORMATIVE METHODOLOGIES

2021 ◽  
Author(s):  
Alessandra De Nicola ◽  
Keyword(s):  
The Body ◽  
Training Experience ◽  
Educational Activities ◽  
Research Experiences ◽  
Pass Through ◽  
And Performance ◽  
One Year ◽  
The One ◽  
Performance Research

Long before the pandemic, museums started to invest, experimenting with some performative practices (Bishop 2006; Lista 2006) as a method and tool to foster access and participation of different audiences to their heritage. Since the advent of the #culturequarantine, in which most of the educational activities have taken place through a digital space, care and attention to gesture and space have become a key to respond effectively to the needs of educators and users. After an initial phase of rejection and disorientation, teachers, educators and trainers had to find new answers. The aim of this contribution is to describe some of these answers looking at methodologies coming from the field of choreographic and performance research. The argumentation will pass through the narration of some international proposals, three action research experiences accomplished with museum educators and schoolteachers, through which it was possible to observe how the needs and requirements changed as the lockdown conditions changed. The outcome of the research, which took about one year, is the reconsideration of the body as a mediator of the educational and training experience. On the one hand we see the "body as archive" for new knowledge, on the other hand, the space of digital educational activities is reified, thanks to this new role of the body.

scholarly journals Skypeography. Investigating and mapping the public mind space of urbaness

2018 ◽  
Vol 3 (1) ◽  
pp. 3-12
Author(s):  
Maggie McCormick
Keyword(s):  
Public Space ◽  
Urban Space ◽  
Experimental Approach ◽  
Research Practice ◽  
Art Practice ◽  
Public Mind ◽  
Urban Public Space ◽  
The Public ◽  
Digital Space

‘Skypeography: investigating and mapping the public mind space of urbaness’ is an overview of the public space of Skype. This article discusses how mediation by screens is creating new urban concepts across an emerging new spatial geography and its new sociologies and cartographies. It begins by tracing an overview from perceptions of ‘city’ to experiences of ‘urbaness’ and explores the role of screens in creating a mobile state of being and a conceptualization of urban public space as transient and paradoxical mind space. The paper argues that an appropriate urban lexicon or cartographic recording is yet to be developed in relation to the public space of screens. In an increasingly visualized world, art practice has a significant role to play in exploring and mapping urban transience, movement, rhythm and paradox that forms a state of ‘urbaness’. This article explores the concept of ‘Skypeography’ through the methods and aesthetics of artistic screen research practice undertaken in the fluid space of the SkypeLab research project. Key to the research is the project to identify 100 Questions emerging out of the practice of SkypeLab. Through its experimental approach in digital space, SkypeLab poses and exposes questions arising out of the practice, about urban space itself. Through both answers and questions, SkypeLab and its ‘Skypeography’ method contribute valuable knowledge towards an understanding of new conceptual territory within a profoundly changing urbanscape.

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