scholarly journals Bringing Home Recursions

Cubic Journal ◽  
2021 ◽  
pp. 80-99
Author(s):  
Markus Wernli
Keyword(s):  
Hong Kong ◽  
Adult Learning ◽  
Lactuca Sativa ◽  
Design Education ◽  
Negotiation Process ◽  
Edible Plant ◽  
Healthy Environment ◽  
Material Condition ◽  
Collective Negotiation

This report is about an explorative co-crafting course applying the notion of recursive publics to adult learning and pro-environmental activation, which aimed to engage a diverse cohort of learners towards patterns of eating, living, and engaging that promoted wellbeing and a healthy environment. This two-month-long, university-endorsed study in Hong Kong saw 22 participants fermenting their urine in which to grow an edible plant (Lactuca sativa), thereby creating a material relationship between their bodies and the environment. Technologies were employed to bring people physically together for greater emancipatory engagement inside the shared material condition. When analyzed, these technologies revealed their potential for opening or restricting the synergies from combined purpose, expertise, and immanent life processes in recursively profound and playful ways. This civic-tech study offers a recursive self-implication approach to design education as a collective negotiation process for navigating unknown territory to converge a myriad of expertise and intended beneficiaries.

Descrição do processo de negociação coletiva intermediado pela Mesa Municipal de Negociação Permanente

2018 ◽  
Vol 20 (1) ◽  
pp. 102-111
Author(s):  
Elisangela Coco Dos Santos ◽  
Francis Sodré ◽  
Luiz Henrique Borges
Keyword(s):  
Negotiation Process ◽  
Collective Negotiation

Description of the collective negotiation process brokered by the Municipal Permanent Negotiation Board

scholarly journals Plant-based expression of SARS-CoV-2 antigens for use in an oral vaccine

2021 ◽  
Author(s):  
Monique Power ◽  
Taha Azad ◽  
John C Bell ◽  
Allyson MacLean
Keyword(s):  
Plant Species ◽  
Receptor Binding ◽  
Lactuca Sativa ◽  
Oral Vaccine ◽  
Receptor Binding Domain ◽  
In Planta ◽  
Edible Plant ◽  
Suitable Candidate ◽  
Collard Greens ◽  
Lactuca Sativa L

Oral and intra-nasal vaccines represent a key means of inducing mucosal-based immunity against infection with SARS-CoV-2, yet such vaccines represent only a minority of candidates currently in development. In this brief communication, we assessed the expression of the SARS-CoV-2 Receptor Binding Domain (RBD) subunit of the surface-exposed Spike (S) glycoprotein in the leaves of nine edible plant species (lettuce, spinach, collard greens, tomato, cucumber, radish, arugula, pepper, and Coho greens), with a goal of identifying a suitable candidate for the development of a oral vaccine against COVID-19. We report lettuce (Lactuca sativa L. cv. Hilde II Improved) to be a preferred host to support in planta expression of SARS-CoV-2 RBD, representing an important first step towards development of a plant-based oral vaccine.

Changes in the Technological Aspects and Facilities of Design Education

2011 ◽  
Vol 7 (4) ◽  
pp. 47-59 ◽  
Author(s):  
Kin Wai Michael Siu ◽  
Yi Lin Wong
Keyword(s):  
Hong Kong ◽  
Design Education ◽  
Technological Literacy ◽  
Historical Review ◽  
Contemporary World ◽  
Societal Needs ◽  
Close Relationship ◽  
History Of ◽  
Children And Young Adults

Technological literacy is required of all in the 21st century. Given its close relationship with technology, design education is fundamental to teaching children and young adults how to understand technology. This paper provides a historical review of the development of design education in Hong Kong. This development is found to be closely connected with a number of historical events, the development of the economy, industry, society, and the educational policies of the Hong Kong government. Furthermore, the history of design education shows that the value of current technological practices and facilities corresponds to the societal needs of the time, reflecting the value of past and present practices in design education. It is hoped that this historical review and discussion of past and present practices will provide insights for optimising the role of design education in the contemporary world.

Expatriate Cantonese Learners in Hong Kong

2018 ◽  
pp. 151-168
Author(s):  
Siu-Lun Lee
Keyword(s):  
Hong Kong ◽  
Longitudinal Study ◽  
Identity Negotiation ◽  
Negotiation Process ◽  
Target Language ◽  
Primary Data ◽  
Learning Needs ◽  
Language Programs ◽  
Face To Face ◽  
Study Techniques

This chapter discusses the identity negotiation process of adult L2 learners while they are learning a foreign language abroad. The study in this chapter used longitudinal study techniques. This longitudinal study lasted for two years. Learning diaries were used as primary data source and semi-structured face-to-face interviews were used to verify the diary data to elicit learning difficulties and learning needs. This chapter found out that learners' learning experiences were influenced by identity negotiation process and the social environment around them. This chapter showed the expatriate learners came to Hong Kong with an enthusiastic motivation of learning the language of Hong Kong people and the willingness to assimilate into the local culture. However, there were puzzles and struggles in identity negotiation aroused while they were learning the language. The research presented in this chapter shows learners' levels of success depended on many factors, such as the amount of time devoted to their learning, quality of language programs, as well as social attitude towards the target language (TL) and the language learners in the surrounding environment.

scholarly journals The Pandemic and This Issue of Design Education

Cubic Journal ◽  
2021 ◽  
pp. 16-19
Author(s):  
Jae-Eun Oh ◽  
Francesco Zurlo
Keyword(s):  
Hong Kong ◽  
Design Education ◽  
Design Research ◽  
Design Work ◽  
Digital Platforms ◽  
First Semester ◽  
Difficult Time ◽  
Rapid Responses ◽  
Growing Pains ◽  
Digital Pedagogies

When we first initiated a call for this issue on design education, never could we have imagined or foreseen what lay ahead. Since late 2019, Hong Kong has gone through an enormously difficult time. First, spikes of social unrest, rapidly followed by COVID-19. Half of the first semester of the 2019 – 2020 academic year, as skirmishes closed in on The Hong Kong Polytechnic University campus, all courses had to move over to available and often misunderstood online platforms. As the situation finally subsided, the virus emerged, impacting the commencement of the second semester, and the overall delivery modes of a structured curriculum for an entire year. Both faculty and students of the School of Design lived and worked in high hopes to return to faceto- face teaching sooner, rather than later. In time, hope conceded to a stark reality that online, the virtual and the digital models of education, have moved into focus as the main and primary modes of education. Long gone are the days of the digital as a mere supplemental or peripheral possibility. The digital reality presented other challenges to design education: ensuring credible and authentic outcomes for each of the design disciplines within a non-studio setting, the expression of ideas, or demonstrating principles across and through digital platforms with the additional burdens of a digital generation that instantaneously become camera shy. Or, in the extreme the mistrust shown by students that reviewers may not understand the design work without a physical presence. Moving one year forward, the growing pains of digital pedagogies has caused an instantaneous maturing of educators, those being educated, and of what is said, shown and discussed. Somehow, the global body of design environments have collectively responded to these and more local challenges, yet again transforming the specifics of digital pedagogies across unexplored territories. The following series of images attest to the resilience of digital pedagogies and design institutions. May this stand as a testament to rapid responses, individuals who took the reins, and how educators shape the future of design, design-research and ultimately how design is carried forward across generations.

The Curriculum Development and Project-Based Assessment of Design Education in Singapore and Hong Kong Secondary Schools

2018 ◽  
pp. 220-243 ◽  
Author(s):  
Yi Lin Wong ◽  
Kin Wai Michael Siu
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Curriculum Development ◽  
Design Education ◽  
Essential Feature ◽  
Project Work ◽  
School Design ◽  
Teachers And Students ◽  
History Of

Project work is an essential feature in design education and curriculum and the major assessment that students need to work on. Project-based assessment is one of the promising approaches for assessing students' performance in design education. It is also the appropriate pedagogical approach for teaching design. In project-based assessment, students need to finish several tasks, such as identify a problem, research on relevant materials, suggest possible solutions to the problems, realize the chosen solution, make the artifacts and evaluate it in a project. It is natural and indubitable in the design classes – teachers and students would probably accept it without any questions. However, in the recent years, project work in design education at secondary school levels has been developed in some new directions that it is significantly differentiated from the traditional project work in the past. It is then interesting to review the historical development of secondary school design education and understand the practice of project-based assessment. The design curricula of Singapore and Hong Kong are chosen for case study and comparison in this chapter. Through examining the similar background of curriculum development of Singapore and Hong Kong, the comparison and the discussions of the chapter also highlight some issues and the future development of curriculum and assessment in K-20 education of both places. The aims of the chapter are to (1) review the history of curriculum development in Singapore and Hong Kong secondary school design education; (2) review the project-based assessment in the design curricular in both places; and (3) discuss the general and specific issues of curriculum development and project-based assessment based on the reviews.

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