scholarly journals Networking for strengthening design literacy

2021 ◽  
Vol 14 (4) ◽  
Author(s):  
Irene Brodshaug ◽  
Janne Beate Reitan
Keyword(s):  
Secondary Schools ◽  
Community Of Practice ◽  
General Public ◽  
Design Education ◽  
Professional Group ◽  
Time And Space ◽  
Professional Groups

This article focuses on design education for the general public and the ways in which students and teachers can become more design literate through the development of networks, such as professional groups for teachers. The aim of professional groups is to create a structure that focuses on design competency among Design, Art and Crafts teachers as well as design education in Norway’s primary and secondary schools. Etienne Wenger's theories of community of practice and Unn Stålsett's theory about the development of networking through professional groups are highlighted in this study through the comparison of two municipalities in conjunction with informant interviews. The emphasis of this study is on how each municipality gives time and space for the development of design competence through professional groups. A well-organized professional group will hopefully contribute to a deeper level of expertise in schools and an increased ability for the general public to recognize design education.

scholarly journals Networking for strengthening design literacy

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Irene BRODSHAUG ◽  
Janne Beate REITAN
Keyword(s):  
Secondary Schools ◽  
Community Of Practice ◽  
General Public ◽  
Design Education ◽  
Professional Group ◽  
Time And Space ◽  
Professional Groups

This article focuses on design education for the general public and the ways in which students and teachers can become more design literate through the development of networks, such as professional groups for teachers. The aim of professional groups is to create a structure that focuses on design competency among Design, Art and Crafts teachers as well as design education in Norway’s primary and secondary schools. Etienne Wenger's theories of community of practice and Unn Stålsett's theory about the development of networking through professional groups are highlighted in this study through the comparison of two municipalities in conjunction with informant interviews. The emphasis of this study is on how each municipality gives time and space for the development of design competence through professional groups. A well-organized professional group will hopefully contribute to a deeper level of expertise in schools and an increased ability for the general public to recognize design education.

Revision of College Preparatory Mathematics

1926 ◽  
Vol 19 (6) ◽  
pp. 321-328
Author(s):  
Marie Gugle
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
General Public ◽  
College Preparatory ◽  
College Entrance ◽  
Public Interests ◽  
Variable Quantity ◽  
College Preparatory Mathematics ◽  
Preparatory Mathematics

College entrance mathematics is a variable quantity; until recently each college set its own entrance requirements. As President Butler said, they “were going their several ways with sublime unconcern for the policies of other colleges, for the needs of secondary schools, or for the general public interests…. No secondary school could adjust its work and its program to their requirements.”

scholarly journals socio-professional identification of entrepreneurs and leaders

2021 ◽  
Vol 7 (Extra-E) ◽  
pp. 13-23
Author(s):  
Guzel I. Seletkova ◽  
Eugeniia A. Lazukova ◽  
Milana B. Kolesnichenko ◽  
Mikhail A. Ermakov ◽  
Maria K. Duvanskaya
Keyword(s):  
Readiness To Change ◽  
Professional Group ◽  
Social Self ◽  
Financial Status ◽  
Professional Identification ◽  
Self Evaluation ◽  
Professional Groups ◽  
Self Confidence ◽  
The Social ◽  
The City

The article is devoted to the study of the specifics and types of socio-professional identification. The basis for the research is formed by the study conducted in the city of Perm using the “Who am I?” method that involved surveying the socio-professional groups of entrepreneurs and leaders. It was found that entrepreneurs and leaders typically self-identify through the “social self” and “reflexive self”. Common to the two types of entrepreneurs in terms of self-identification (having and not having an in-depth identification with their socio-professional group) is the correlation of self-confidence and the ability to persuade others. In leaders with in-depth self-identification with their socio-professional group, self-confidence correlates with the ability to organize work while in leaders lacking such self-identification, self-confidence correlates with the ability to talk to people. It is tested whether the self-evaluation of one’s financial status and readiness to change the sphere of one’s activity influence the degree of awareness of socio-professional identification and whether socio-professional identification affects the perception of success in life.

Track 6.b Introduction

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Liv Merete Nielsen ◽  
Eva Lutnæs ◽  
Mia Porko-Hudd ◽  
Úrsula Bravo ◽  
Catalina Cortés ◽  
...  
Keyword(s):  
Decision Making ◽  
General Public ◽  
Design Education ◽  
Decision Makers ◽  
Concept Design ◽  
Policy Makers ◽  
Design Processes ◽  
Lay Persons ◽  
The Creation ◽  
Sustainable Societies

Norwegian research group Design Literacy at Oslo Metropolitan University (OsloMet) which is led by professor Liv Merete Nielsen has initiative to this paper track. The paper track was accompanied by a workshop. Design Literacy can be regarded as a catalyst for a move towards a better citizens participation in innovative design processes. By educating the general public to become design literate, there is a chance to support critical innovation and a possible move towards sustainable societies (Stegall, 2006). The challenge is to articulate content, performance and continuity for a critical decision-making process and how this influence critical innovation and design education at large. The concept ‘Design Literacy’ addresses the complex matter of objectives, content and practices in design processes and education. Research on multiple literacies has evoked considerable debate and redefinition within several areas of educational research (Coiro et al. 2008); the understanding of literacy is no longer bound to the ability to read and write verbal text or numeracy. Design Literacy (Nielsen and Brænne, 2013) are among newly coined literacies. Design Literacy is connected both to the creation and understanding of design innovation in a broad sense. In today’s mostly artificial world, the Design Literacy is regarded as a competence not only for the professional designer, but also for the general public in their position as citizens, consumers, users and decision makers in innovative processes. Designed artefacts and services influence our lives and values, both from personal and societal perspectives. Designers, decision makers and investors hold different positions in the design process, but they all make choices that will influence new innovations and our future. In order to solve crucial global challenges, designers and investors must cooperate; for this purpose, we argue that design literacy is necessary for all. We argue that the Design Literacies can support practices associated with innovation, democratic participation in design processes, developing and enacting ethical responsibilities, and understanding and supporting sustainable aspects of production and consumption. The track called for researchers to explore the following points: How development of Design Literacy can support critical innovation and sustainable issues Progressions in scaffolding Design Literacies from a pre-school to a university level The potential of Design Literacy to support collaborative and experimental approaches of projects between: investors/designers, general public/designers, children/designers How design education for the general public can represent both a foundation for professional design education and a prequalification for lay persons’ competence for decision-making and critical innovation How might Design Literacy influence sustainability issues in society? What are the challenges of professional design, when everyone wants to design? Research submnited for this track addressing the points above have been useful as a point of departure for the Design Literacy workshop and the creation of the Design Literacy International network. The papers have also been useful for the promotion of critical innovation and to inform policy and for educational implementation. The importance lies in the needs to better inform design education itself, to improve the approach of design educators, and to educate reflective citizens, policy makers, entrepreneurs and consumers in perspective of critical innovation.

Health Professionals’ Explanations of Suicidal Behaviour: Effects of Professional Group, Theoretical Intervention Model, and Patient Suicide Experience

2017 ◽  
Vol 76 (2) ◽  
pp. 141-168 ◽  
Author(s):  
Inês Areal Rothes ◽  
Margarida Rangel Henriques
Keyword(s):  
Health Professionals ◽  
Theoretical Models ◽  
Explanatory Models ◽  
Professional Group ◽  
Self Report ◽  
Patient Suicide ◽  
Professional Groups ◽  
Psychological Suffering ◽  
Intervention Models ◽  
Suicidal Person

In a help relation with a suicidal person, the theoretical models of suicidality can be essential to guide the health professional’s comprehension of the client/patient. The objectives of this study were to identify health professionals’ explanations of suicidal behaviors and to study the effects of professional group, theoretical intervention models, and patient suicide experience in professionals’ representations. Two hundred and forty-two health professionals filled out a self-report questionnaire. Exploratory principal components analysis was used. Five explanatory models were identified: psychological suffering, affective cognitive, sociocommunicational, adverse life events, and psychopathological. Results indicated that the psychological suffering and psychopathological models were the most valued by the professionals, while the sociocommunicational was seen as the least likely to explain suicidal behavior. Differences between professional groups were found. We concluded that training and reflection on theoretical models in general and in communicative issues in particular are needed in the education of health professionals.

scholarly journals Structured evaluation of stress triggers in prehospital emergency medical care

2021 ◽  
Author(s):  
Hendrik Eismann ◽  
Lion Sieg ◽  
Thomas Palmaers ◽  
Vera Hagemann ◽  
Markus Flentje
Keyword(s):  
Emergency Medical Services ◽  
Emergency Medical Service ◽  
Medical Service ◽  
Organizational Factors ◽  
Professional Group ◽  
Stress Factors ◽  
Medical Services ◽  
Professional Groups ◽  
Emergency Medical ◽  
Advanced Paramedics

Abstract Background Emergency medical services work in the environment of high responsibility teams and have to act under unpredictable working conditions. Stress occurs and has potential of negative effects on tasks, teamwork, prioritization processes and cognitive control. Stress is not exclusively dictated by the situation—the individuals rate the situation of having the necessary skills that a particular situation demands. There are different occupational groups in the emergency medical services in Germany. Training, tasks and legal framework of these groups vary. Objective The aim of this study was to identify professional group-specific stressors for emergency medical services. These stress situations can be used to design skills building tools to enable individuals to cope with these stressors. Material and methods The participants were invited to the study via posters and social media. An expert group (minimum 6 months of experience) developed a set of items via a two-step online Delphi survey. The experts were recruited from all professional groups represented in the German emergency medical service. We evaluated the resulting parameters for relevance and validity in a larger collective. Lastly, we identified stress factors that could be grouped in relevant scales. In total 1017 participants (paramedics, physicians) took part in the final validation survey. Results After validation, we identified a catalogue of stressors with 7 scales and 25 items for EMT (Emergency Medical Technician) paramedics (KMO [Kayser-Meyer-Olkin criterion] 0.81), 6 scales and 24 items for advanced paramedics (KMO 0.82) and 6 scales and 24 items for EMS (Emergency Medical Service) physicians (KMO 0.82). For the professional group of EMT basic, the quality parameters did not allow further processing of the items. Professional group-specific scales for EMT paramedics are “professional limitations”, “organizational framework”, “expectations” and “questions of meaning”. For advanced paramedics “appreciation”, “exceptional circumstances” and “legal certainty” were identified. The EMT physicians named “handling third parties”, “tolerance to ambiguity”, “task management” and “pressure to act”. A scale that is representative for all professional groups is “teamwork”. Organizational circumstances occur in all groups. The item “unnecessary missions” for EMT paramedics and “legal concerns with the application of methods” for advanced paramedics are examples. Discussion Different stressors are relevant for the individual professional groups in the German emergency medical service. The developed catalogue can be used in the future to evaluate the subjective stress load of emergency service professionals. There are stressors that are inherent in the working environment (e.g. pressure to act) and others that can be improved through training (teamwork). We recommend training of general resistance as well as training of specific items (e.g., technical, nontechnical skills). All professionals mentioned items with respect to organizational factors. The responsible persons can identify potential for improvement based on the legal and organizational items. The EMT basic requires further subdivision according to task areas due to its variable applicability.

Time-Space Discipline of Upper Classes in Global Capitalism: Top Managers, International Artists, and Global Academics—a Comparison

2013 ◽  
Vol 12 (1-2) ◽  
pp. 340-354
Author(s):  
Laura Gherardi
Keyword(s):  
Division Of Labor ◽  
Degrees Of Freedom ◽  
Geographic Mobility ◽  
Global Capitalism ◽  
Time And Space ◽  
Professional Groups ◽  
Top Managers ◽  
Time Space ◽  
Comparison Groups ◽  
Over Time

Abstract One contribution towards current research into social structures and the relative geometries of power among the TCC in global capitalism can be derived from a form of power—the power over one’s own rhythm and that of others—largely unexplored by existing work. In this article I focus on the link between time-space discipline imposed by production on some fraction of the TCC and their power over time and space of co-workers and subordinates. I introduce some findings obtained from a recent research I carried out on a sample of more than 50 people: top and middle managers of multinationals and, as comparison groups, international artists, global academics, big investors. I will first illustrate, in the footsteps of Thompson and Harvey, the perspective according to which capitalism has always been, in technical terms, a mode of production based on the precise regulation of time and space imposed on those socio-professional groups fitting into the division of labor to different levels and degrees. I will then detail the two declinations of power over rhythm, as they have emerged over the course of my fieldwork. The first declination is autodirect power, expressing the degrees of freedom/subordination in the determination of one’s own time and space, and it has come out of an analysis of the time and space links imposed on those taking part in the research sample. The second declination is power over time and space of others, and has come out from an analysis of the division of labor among their subordinates and co-workers, notably concerning the norm of international geographic mobility in global capitalism.

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