scholarly journals What is "professional" practice in landscape architecture?

1920 ◽  
Author(s):  
Frederick Law Olmsted
Keyword(s):  
Professional Practice ◽  
Landscape Architecture

scholarly journals On Landscape Architecture Education and Professional Practice and Their Future Challenges

Land ◽  
2020 ◽  
Vol 9 (7) ◽  
pp. 228
Author(s):  
Carl Steinitz
Keyword(s):  
Information Technology ◽  
Social Change ◽  
Public Participation ◽  
Professional Practice ◽  
Landscape Architecture ◽  
Social Risk ◽  
Architecture Education ◽  
Future Challenges

Increased environmental and social risk, ubiquitous information technology, and growing demands for and growing threats to democracy and public participation will alter the education and practice of all the design professions and the geographically oriented sciences, and the ways in which their activities towards influencing environmental and social change are organized and carried out. We all know about these trends, but we do not take them seriously enough. We are not adapting fast enough towards education or professional practice that is collaborative and globally oriented.

The power of the pen(cil): Enduring validity in technology-dominated design education

2019 ◽  
Vol 8 (3) ◽  
pp. 203-213
Author(s):  
Amitabh Verma
Keyword(s):  
Professional Practice ◽  
Design Education ◽  
Landscape Architecture ◽  
Vantage Point ◽  
Architecture Education ◽  
Remedial Strategies

Abstract The recent marginalization of long-established manual graphic traditions by technological alternatives has precipitated wide-ranging consequences for design education in diverse contexts and specializations. In this article, I analyse this progression as situated within the discipline of landscape architecture, advocating for a curricular reformation to reprioritize manual graphics as a pivotal element in design education. From my vantage point at the intersection of professional practice, pedagogy and research, I summarize this development within the specific arena of landscape architecture education. Prominent issues of concern and implications are identified, followed by articulation of remedial strategies appropriate to current circumstances.

scholarly journals Spatial Orientation Skill for Landscape Architecture Education and Professional Practice

Land ◽  
2020 ◽  
Vol 9 (5) ◽  
pp. 161
Author(s):  
Carlos Carbonell-Carrera ◽  
Jose Luis Saorin ◽  
Stephany Hess-Medler
Keyword(s):  
Professional Practice ◽  
Spatial Orientation ◽  
Landscape Architecture ◽  
Engineering Students ◽  
Landscape Planning ◽  
Three Dimensional ◽  
Interdisciplinary Approach ◽  
Measurement Tool ◽  
Architecture Education ◽  
Person Perspective

Professional landscape architecture organizations have requested training from educational institutions based on new skills and methodologies in the curriculum development of students. Landscape architects need to visualize and evaluate the spatial relationships between the different components of the landscape using two-dimensional (2D) or three-dimensional (3D) maps and geospatial information, for which spatial orientation skills are necessary. The data from six workshops conducted throughout the 2010–2020 period, in which 560 second-year engineering students participated using different strategies and technical tools for spatial orientation skills’ development, were collected in a unique study. Factors such as the technology used, the gaming environment, the type of task, the 2D/3D environment, and the virtual environment were considered. The Perspective-Taking Spatial Orientation Test was the measurement tool used. The results show that mapping tasks are more efficient than route-based tasks. Strategies using 2D and a 2D/3D combination are more effective than those with only 3D. First-person perspective gaming environments are also a valid alternative. The technologies applied in this study are easy to use and free, and a measurement tool is provided. This facilitates an interdisciplinary approach between landscape architecture education and professional practice since these workshops could also be easily carried out by professional bodies for landscape planning and management.

scholarly journals Regional Development in the Age of Big Data

2018 ◽  
Vol 12 (1) ◽  
pp. 1-9
Author(s):  
József Jankó ◽  
György Szabó
Keyword(s):  
Big Data ◽  
Professional Practice ◽  
Spatial Planning ◽  
Landscape Architecture ◽  
Analytical Approach ◽  
Expert Knowledge ◽  
Value Added ◽  
Heterogeneous Data ◽  
Territorial Development ◽  
Related Data

Our paper presents a forward looking analytical approach to the territorial development in a region ofthe Transylvanian Plain situated in the vicinity of Cluj-Napoca, Romania. We outlined the development ofthis region with the means of landscape architecture supported by a comparable assessment. In the ageof Big Data we settled at creative usage of traditional analysis. We extracted yet undetected informationfrom a limited amount of available as yet loosely related data. The key feature of the employed model isthe ontological traceability of cause and effect. Although technology is available to collect enormous data,expert knowledge gained by education and professional practice cannot be overlooked. We demonstratethat this method of location based analysis is capable of delivering value added to established principlesof spatial planning in the age of trustworthy, large volume, heterogeneous data.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Scientifically Based Professional Practice

ASHA Leader ◽  
2008 ◽  
Vol 13 (16) ◽  
pp. 26-27 ◽  
Author(s):  
Kate Gottfred
Keyword(s):  
Professional Practice

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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