scholarly journals Categorías espacio-temporales escolares y andinas: un estudio en escuelas del noroeste argentino

2019 ◽  
Vol 5 (9) ◽  
pp. 6
Author(s):  
Ana De ANQUÍN ◽  
Álvaro GUAYMÁS
Keyword(s):  
Lessons Learned ◽  
Pedagogical Practices ◽  
Research Projects ◽  
Northwestern Argentina ◽  
Linee Guida ◽  
Western Modernity ◽  
Time Space ◽  
Cultural Constructions ◽  
Andean Culture ◽  
Abya Yala

 RESUMENEl artículo aborda las categorías de tiempo/espacio, en su dimensión estructurante, para intentar su desnaturalización, es decir para pensar sobre ellas y aceptar que son construcciones histórico-culturales. Por ello se insinúa una comparación entre las categorías de la modernidad occidental con los de la cultura andina, siguiendo los lineamientos de la hermenéutica diatópica tal como la enuncia Josef Esterman. Además se toman los aportes del giro decolonial que pone en duda la abstracción pura y la contrapone al pensamiento enraizado en la Abya Yala profunda (América para los occidentales), sin pretensiones de universalidad para comprender que sucede en las escuelas de lugares inhóspitos del noroeste de Argentina, en la frontera con Chile y Bolivia a partir de aprendizajes realizados a través de proyectos de investigación, en los cuales participaron miembros de las comunidades y de las escuelas, con la intención de analizar problemas y apuntalar las prácticas pedagógicas interculturales. Tiempo/Espacio. Cultura Andina. Escuela. Pedagogía Intercultural. Salta.Categorias Espaço-Tempo na Escola e Andinas: um Estudo das Escolas do Nordeste da Argentina RESUMO O artigo trata das categorias de tempo/espaço, em sua dimensão estruturante, para tentar sua desnaturação, ou seja, pensar sobre elas e aceitar que são construções histórico-culturais. Portanto, sugere-se uma comparação entre as categorias da modernidade ocidental e as da cultura andina, seguindo as diretrizes da hermenêutica diatópica, como a afirmação de Josef Esterman. Além disso, são tomadas as contribuições da virada decolonial que põem em causa a pura abstração e a opõem ao pensamento enraizado na profunda Abya Yala (América para os ocidentais), sem reivindicações de universalidade para entender o que acontece nas escolas de lugares inóspitos no noroeste da Argentina, na fronteira com o Chile e a Bolívia, aprendeu com projetos de pesquisa, nos quais participaram membros de comunidades e escolas, com a intenção de analisar problemas e sustentar práticas pedagógicas interculturais. Tempo/Espaço. Cultura Andina. Escola. Pedagogia Intercultural. Salta.School space-time categories and Andean: a study of the Northeast Argentina Schools ABSTRACT The article approaches the time/space categories, in their structuring dimension, to try their denaturation, that is, think about them and accept that they are historical-cultural constructions. Therefore, a comparison between the categories of western modernity and those of Andean culture is suggested, following the guidelines of diatopic hermeneutics, as Josef Esterman's statement. In addition, the contributions of the decolonial turn that call into question pure abstraction and oppose it to the thought rooted in the deep Abya Yala (America for the Westerners) are taken, without pretensions of universality to understand what happens in schools in inhospitable places of northwestern Argentina, on the border with Chile and Bolivia, based on lessons learned through research projects, in which members of communities and schools participated, with the intention of analyzing problems and underpin intercultural pedagogical practices. Time/Space. Andean culture. School. Intercultural Pedagogy. Salta.Categorie spazio-temporale scolastiche e andine: uno studio nelle scuole del nord-ovest dell'Argentina RIASSUNTO L'articolo tratta le categorie di tempo/spazio, nella loro dimensione strutturante, per tentare la loro denaturazione, cioè per pensarci e accettare che sono costruzioni storico-culturali. Pertanto, si suggerisce un confronto tra le categorie della modernità occidentale e quelle della cultura andina, seguendo le linee guida dell'ermeneutica diatopica, come afferma Josef Esterman. Inoltre, vengono presi i contributi del decoloniale che mettono in discussione la pura astrazione e si oppongono al pensiero radicato nel profondo Abya Yala (America per gli occidentali), senza pretese di universalità per capire cosa succede nelle scuole di luoghi inospitali nel nord-ovest. de Argentina, al confine con Cile e Bolivia, ha appreso da progetti di ricerca a cui hanno partecipato membri di comunità e scuole, con l'intenzione di analizzare i problemi e sostenere pratiche pedagogiche interculturali. Tempo/Spazio. Cultura Andina. Scuola. Pedagogia Interculturale. Salta.

From Academic to Practitioner: Tips for Increasing Engagement With Your Research (Essay on Best Practices)

2021 ◽  
Vol 37 (2) ◽  
pp. 244-256
Author(s):  
Ava T. Carcirieri
Keyword(s):  
Domestic Violence ◽  
Best Practices ◽  
Lessons Learned ◽  
Family Court ◽  
Academic Training ◽  
Research Projects ◽  
Data Analyst ◽  
Systemic Improvement

Academics and practitioners all too often have little or no contact with each other; the practitioner does not know what research exists that can inform their practices, and the academic does not know enough about the institutions they primarily study to make recommendations that are specific enough to inform a concrete practice or policy. I leverage my experiences both as an academic and as a data analyst and domestic violence coordinator at Family Court to outline lessons learned in the field. I detail how my academic training hindered my work as a practitioner, and how practitioners differ in terms of conducting internal research and presenting data and findings. I use my lessons learned and subsequently list several concrete practices that academics can begin to work into their work to increase communication with important stakeholders, and tailor their work to practical systemic improvement. Bridging the gap between academics and practitioners will lead to better research projects, and findings that will be able to actively enact changes within systems that academics focus on.

Maritime Spatial Planning Concepts and Approaches

2015 ◽  
pp. 348-370 ◽  
Author(s):  
Theodora Papatheochari ◽  
Vassiliki Vassilopoulou ◽  
Athina Kokkali ◽  
Fabio Grati ◽  
Harry Coccossis ◽  
...  
Keyword(s):  
Best Practices ◽  
Case Studies ◽  
Human Activities ◽  
Spatial Planning ◽  
Lessons Learned ◽  
Research Projects ◽  
Marine Areas ◽  
Maritime Spatial Planning ◽  
Planning Concepts ◽  
The Eu

Often human activities taking place at limited available marine space may lead to important spatial and temporal conflicts and synergies. Through Maritime Spatial Planning (MSP) a series maritime issues have been addressed focusing on such interactions. This chapter makes a presentation of the development of Maritime Spatial Planning concepts and approaches on a global basis, highlighting best practices as well as gaps that need to be addressed. Lessons learned from two Mediterranean case studies of the EU FP7 research projects MESMA and COEXIST focusing particularly on fisheries, as one of the main human activities in the two marine areas, interacting with other uses and with conservation initiatives, is also discussed.

Maritime Spatial Planning Concepts and Approaches

2019 ◽  
pp. 337-360
Author(s):  
Theodora Papatheochari ◽  
Vassiliki Vassilopoulou ◽  
Athina Kokkali ◽  
Fabio Grati ◽  
Harry Coccossis ◽  
...  
Keyword(s):  
Best Practices ◽  
Case Studies ◽  
Human Activities ◽  
Spatial Planning ◽  
Lessons Learned ◽  
Research Projects ◽  
Marine Areas ◽  
Maritime Spatial Planning ◽  
Planning Concepts ◽  
The Eu

Often human activities taking place at limited available marine space may lead to important spatial and temporal conflicts and synergies. Through Maritime Spatial Planning (MSP) a series maritime issues have been addressed focusing on such interactions. This chapter makes a presentation of the development of Maritime Spatial Planning concepts and approaches on a global basis, highlighting best practices as well as gaps that need to be addressed. Lessons learned from two Mediterranean case studies of the EU FP7 research projects MESMA and COEXIST focusing particularly on fisheries, as one of the main human activities in the two marine areas, interacting with other uses and with conservation initiatives, is also discussed.

Humanizing practices in online learning communities during pandemics in the USA

2020 ◽  
Vol 5 (3/4) ◽  
pp. 205-212
Author(s):  
Nimo M. Abdi ◽  
Elizabeth Gil ◽  
Stefanie LuVenia Marshall ◽  
Muhammad Khalifa
Keyword(s):  
School Leadership ◽  
Women Of Color ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Leadership Education ◽  
Pedagogical Practices ◽  
Content Type ◽  
The Usa ◽  
Learning School ◽  
Reflective Essay

PurposeIn this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.Design/methodology/approachThis reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers of color, as well as our experiences as educators of teachers and school leaders, as the authors think about new possibilities and challenges for anti-racist practice and living during the pandemic.FindingsThis essay describes community-oriented practice of women of color educators to be important in orienting teaching and learning toward more humanizing practice. The reflections highlight both possibilities and challenges that can be helpful reimagining the practice in teacher and leadership education, as the authors prepare educators for an uncertain future.Originality/valueThis essay offers valuable lessons from women of color educator practice that can offer humanizing approaches to teaching and learning as well as school leadership education.

scholarly journals Making rainfall features fun: scientific activities for teaching children aged 5–12 years

2016 ◽  
Vol 20 (5) ◽  
pp. 1751-1763 ◽  
Author(s):  
Auguste Gires ◽  
Catherine L. Muller ◽  
Marie-Agathe le Gueut ◽  
Daniel Schertzer
Keyword(s):  
Environmental Science ◽  
State Of The Art ◽  
Scientific Output ◽  
Pedagogical Practices ◽  
Research Projects ◽  
Scientific Culture ◽  
Children's Book ◽  
Current State ◽  
High Level ◽  
Rainy Days

Abstract. Research projects now rely on an array of different channels to increase impact, including high-level scientific output, tools, and equipment, but also communication, outreach, and educational activities. This paper focuses on education for children aged 5–12 years and presents activities that aim to help them (and their teachers) grasp some of the complex underlying issues in environmental science. More generally, it helps children to become familiarized with science and scientists, with the aim to enhance scientific culture and promote careers in this field. The activities developed are focused on rainfall: (a) designing and using a disdrometer to observe the variety of drop sizes; (b) careful recording of successive dry and rainy days and reproducing patterns using a simple model based on fractal random multiplicative cascades; and (c) collaboratively writing a children's book about rainfall. These activities are discussed in the context of current state-of-the-art pedagogical practices and goals set by project funders, especially in a European Union framework.

scholarly journals Improving mental health and psychosocial wellbeing in humanitarian settings: reflections on research funded through R2HC

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Wietse A. Tol ◽  
Alastair Ager ◽  
Cecile Bizouerne ◽  
Richard Bryant ◽  
Rabih El Chammay ◽  
...  
Keyword(s):  
Mental Health ◽  
Psychosocial Support ◽  
Scale Up ◽  
Lessons Learned ◽  
Research Projects ◽  
Psychosocial Needs ◽  
Knowledge Gaps ◽  
Humanitarian Settings ◽  
Wide Range ◽  
The Impact

Abstract Major knowledge gaps remain concerning the most effective ways to address mental health and psychosocial needs of populations affected by humanitarian crises. The Research for Health in Humanitarian Crisis (R2HC) program aims to strengthen humanitarian health practice and policy through research. As a significant portion of R2HC’s research has focused on mental health and psychosocial support interventions, the program has been interested in strengthening a community of practice in this field. Following a meeting between grantees, we set out to provide an overview of the R2HC portfolio, and draw lessons learned. In this paper, we discuss the mental health and psychosocial support-focused research projects funded by R2HC; review the implications of initial findings from this research portfolio; and highlight four remaining knowledge gaps in this field. Between 2014 and 2019, R2HC funded 18 academic-practitioner partnerships focused on mental health and psychosocial support, comprising 38% of the overall portfolio (18 of 48 projects) at a value of approximately 7.2 million GBP. All projects have focused on evaluating the impact of interventions. In line with consensus-based recommendations to consider a wide range of mental health and psychosocial needs in humanitarian settings, research projects have evaluated diverse interventions. Findings so far have both challenged and confirmed widely-held assumptions about the effectiveness of mental health and psychosocial interventions in humanitarian settings. They point to the importance of building effective, sustained, and diverse partnerships between scholars, humanitarian practitioners, and funders, to ensure long-term program improvements and appropriate evidence-informed decision making. Further research needs to fill knowledge gaps regarding how to: scale-up interventions that have been found to be effective (e.g., questions related to integration across sectors, adaptation of interventions across different contexts, and optimal care systems); address neglected mental health conditions and populations (e.g., elderly, people with disabilities, sexual minorities, people with severe, pre-existing mental disorders); build on available local resources and supports (e.g., how to build on traditional, religious healing and community-wide social support practices); and ensure equity, quality, fidelity, and sustainability for interventions in real-world contexts (e.g., answering questions about how interventions from controlled studies can be transferred to more representative humanitarian contexts).

The Hope Research Community of Practice

2017 ◽  
Vol 49 (3) ◽  
pp. 127-136 ◽  
Author(s):  
Janet Landeen ◽  
Helen Kirkpatrick ◽  
Winnifred Doyle
Keyword(s):  
Community Of Practice ◽  
Administrative Support ◽  
Participant Observation ◽  
Research Community ◽  
Lessons Learned ◽  
Nursing Research ◽  
Research Projects ◽  
Practice Nurses ◽  
Protected Time ◽  
Multiple Challenges

Background Clinical nurses have multiple challenges in conducting high-quality nursing research to inform practice. Theoretically, the development of a community of practice on nursing research centered on the concept of hope is an approach that may address some of the challenges. Purpose This article describes the delivery and evaluation of a hope research community of practice (HRCoP) approach to facilitate research expertise in a group of advanced practice nurses in one hospital. It addressed the question: Does the establishment of a HRCoP for master’s prepared nurses increase their confidence and competence in leading nursing research? Method Using interpretive descriptive qualitative research methodology, five participants were interviewed about their experiences within the HRCoP and facilitators engaged in participant observation. Results At 13 months, only four of the original seven participants remained in the HRCoP. While all participants discussed positive impacts of participation, they identified challenges of having protected time to complete their individual research projects, despite having administrative support to do so. Progress on individual research projects varied. Conclusion Nurse-led research remains a challenge for practicing nurses despite participating in an evidence-based HRCoP. Lessons learned from this project can be useful to other academic clinical partnerships.

scholarly journals Ruolo ed attività di un Comitato di Bioetica in un Centro di cure palliative: l’esperienza di Antea

2013 ◽  
Vol 62 (1) ◽  
Author(s):  
M.T. Iannone ◽  
F. Bordin ◽  
C. Magnani ◽  
C. Mastroianni ◽  
G. Casale ◽  
...  
Keyword(s):  
Human Person ◽  
Ethics Consultation ◽  
Good Health ◽  
Care Process ◽  
Research Centre ◽  
Research Projects ◽  
Staff Support ◽  
Non Profit ◽  
Linee Guida ◽  
Principles And Standards

L’articolo esamina l’attività del Comitato di Bioetica di Antea (CB-Antea), Associazione onlus dedicata all’assistenza gratuita a domicilio ai pazienti in fase avanzata di malattia, istituito nel 2008. Il CB-Antea si propone di proteggere e promuovere i valori della persona umana in tutte le attività assistenziali e scientifiche che si svolgono all’interno dell’Associazione. Tale attività si estrinseca attraverso la formulazione di linee-guida comportamentali per problemi clinico-assistenziali, l’espressione di pareri per rispondere a quesiti specifici su temi di bioetica, l’attenta valutazione dei princìpi e dei canoni che sottendono ad una buona relazione operatore-paziente, anche attraverso l’informazione e il consenso agli atti medici che vi si svolgono. Questo organismo si è proposto, sin dall’inizio, come il luogo di condivisione dell’attività assistenziale, in cui esperti di varie discipline potessero contribuire a supportare tanto il personale sanitario, motivandolo ad assumere uno stile etico condiviso e individuando percorsi di sensibilizzazione alle problematiche di etica e di bioetica di fine vita, quanto i pazienti ed i familiari per riflettere ed affrontare al meglio tutte le questioni potenzialmente conflittuali. Il CB-Antea, organizzato ai sensi della normativa italiana vigente, è organo consultivo per la direzione sanitaria, l’amministrazione, il personale – sanitario e non – di Antea, ed eventualmente di enti diversi ed altre persone interessate che ne facciano richiesta. I principali ambiti di attività del Comitato di Bioetica del Centro Antea sono: formazione e sensibilizzazione bioetica; analisi etica di casi clinici; ideazione, approvazione, coordinamento e attuazione di progetti di ricerca in ambito farmacologico, clinico non farmacologico, assistenziale, sociale, psicologico e formativo; formulazione di linee guida comportamentali e raccomandazioni per problemi clinico-assistenziali interni ad Antea. Dalla sua istituzione ad oggi, il CB-Antea si è dedicato ad alcuni temi importanti, quali la Carta dei Valori Antea; la promozione e riconoscimento di Antea come Centro di Ricerca; la produzione di protocolli, procedure operative e materiale facilmente fruibile per il personale della struttura; supporto alla stesura dei progetti di ricerca; rivalutazione dei processi informativi e di consenso. ---------- The article deals with the activities of the “Antea” Ethics Committee (CB-Antea), a non-profit association dedicated to providing free care for advanced/ terminal patients. CB-Antea was established in 2008, aimed to protect and promote the values of the human person in all scientific and charitable activities that take place within the Association. This activity is expressed through the formulation of behavioral guidelines and the expression of advices for addressing issues in palliative medicine and care; the careful evaluation of the principles and standards that underlie a good health professional – patient relationship, through information and consent to medical procedures that take place in Antea. This body has been proposed, from the outset, as the place for sharing the care process, in which experts from different disciplines could help support both the medical staff to assume a shared ethical professional style and the patients and their families to better address all potentially conflicting issues. The CB-Antea has an advisory role for the Antea healthcare work and administration. The main activities are: training in bioethics; clinical ethics consultation; support for designing and conducting of Antea clinical-sociale research projects; development of internal behavioral guidelines and recommendations. From 2008, CB-Antea is devoted to some important issues, such as the drafting of Antea Charter of Values; the promotion of Antea as Research Centre; the production of protocols, operating procedures and material easily accessible for clinical staff; support for the preparation of research projects; revaluation of information processes and consent

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