The Hybrid Practitioner

The practice of architecture manifests in myriad forms and engagements. Overcoming false divides, this volume frames the fertile relationship between the cultural and scholarly production of academia and the process of designing and building in the material world. It proposes the concept of the hybrid practitioner, who bridges the gap between academia and practice by considering how different aspects of architectural practice, theory, and history intersect, opening up a fascinating array of possibilities for an active engagement with the present. The book explores different, interrelated roles for practicing architects and researchers, from the reproductive activities of teaching, consulting and publishing, through the reflective activities of drawing and writing, to the practice of building. The notion of the hybrid practitioner will appeal strongly to students, teachers and architectural practitioners as part of a multifaceted professional environment. By connecting academic interests with those of the professional realm, The Hybrid Practitioner addresses a wider readership embracing landscape design, art theory and aesthetics, European history, and the history and sociology of professions.

Reflection on peer reviewing as a pedagogical tool in higher education

Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students’ engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that may contribute to the utilization of peer-feedback and promote further learning. In this study, we suggest reflection on peer reviewing as one approach to providing a platform for students to engage in reflective practices and for stimulating active learning in higher education, and to make that learning visible to the educator. We examine 26 undergraduate students’ reflections on peer-review to identify categories of reflection and what students have learnt from the peer reviewing process. Our findings reveal six different categories of reflection suggesting students’ active engagement in learning and pointing to the ways educators can direct and instruct students how to reflect. We discuss how these findings can inform university lecturers in the use of reflection upon peer reviewing as a pedagogical tool in higher education.

An Introduction to Musical Interactions

The article presents a contextual survey of eight contributions in the special issue Musical Interactions (Volume I) in Multimodal Technologies and Interaction. The presentation includes (1) a critical examination of what it means to be musical, to devise the concept of music proper to MTI as well as multicultural proximity, and (2) a conceptual framework for instrumentation, design, and assessment of musical interaction research through five enabling dimensions: Affordance; Design Alignment; Adaptive Learning; Second-Order Feedback; Temporal Integration. Each dimension is discussed and applied in the survey. The results demonstrate how the framework provides an interdisciplinary scope required for musical interaction, and how this approach may offer a coherent way to describe and assess approaches to research and design as well as implementations of interactive musical systems. Musical interaction stipulates musical liveness for experiencing both music and technologies. While music may be considered ontologically incomplete without a listener, musical interaction is defined as ontological completion of a state of music and listening through a listener’s active engagement with musical resources in multimodal information flow.

Physical, Hybrid, and Digital Escape Rooms

Contemporary society has demanded innovative solutions for the uncertainties that the COVID-19 pandemic has imposed in our educational system. Gamification has long demonstrated that students' active engagement provides positive results if taken into account in the design of the educational strategies. One of the innovative solutions that this chapter proposes through the use of gamification is the tool of educational escape rooms. In order to do this, it provides three study cases implemented in the ESL classroom and the classroom of “Introduction to Literary Techniques” at the University of Granada. Doing so, it provides solutions and recommendations for the identified challenges to use these tools in the classrooms by introducing escape rooms within different educational scenarios as well as proposing affective pedagogies as a robust theoretical and methodological framework.

Using the Behaviour Change Wheel to Design an App to Change Tourist Behaviour and Increase Dispersal into Regional Areas

Currently, many tourism destinations are experiencing greatly reduced tourism due to COVID-19. In order to ensure that regions that wish to engage in tourism can share the benefits of it more equally, and to prevent the predicted future problem of overuse of popular areas once pre-COVID visitor numbers resume, an app to encourage tourists and leisure-seekers to change their behaviour and disperse into regional areas has been developed. The Behaviour Change Wheel was used to define the problem, find suitable intervention functions and design methods of delivery that could increase tourists’ capability, opportunity and motivation to disperse farther into regions. The Huon Valley of Tasmania, Australia, was used as a research area. Our application of the Behaviour Change Wheel methodology determined that active engagement in logistic, value-based, and social information has the greatest chance of changing behaviour in this region and a list of Behaviour Change Techniques has been developed and considered in the design of a gamified travel app.

Africa, 2030 Agenda and Agenda 2063

The hierarchical state-led model of governance that is used to address global policy issues has proved to be wanting on sustainable development. This chapter discusses the concept of transnational governance of sustainable development, focusing on the United Nations 2030 Agenda and Agenda 2063 in Africa. The premise is that implementation of the two agendas represents an enormous challenge to African governments in terms of resources, extent, and urgency. The chapter will make a reasonable case that transnational governance is required for active engagement of non-state actors and relevant institutions to mobilize resources to support the effective implementation and monitoring of the 2030 Agenda and Agenda 2063 in Africa.

Role of Occupational Therapy in Pain Management

This new position statement from the American Occupational Therapy Association (AOTA) describes occupational therapy’s role in pain management. AOTA asserts that occupational therapy practitioners are distinctly prepared to work independently and to contribute to interprofessional teams in the treatment of pain. Practitioners strive to ensure active engagement in meaningful occupations for clients at risk for and affected by pain.

Role of Occupational Therapy in Pain Management

The American Occupational Therapy Association (AOTA) asserts that occupational therapists and occupational therapy assistants, collectively referred to as occupational therapy practitioners (AOTA, 2020b), are distinctly prepared to work independently and to contribute to interprofessional teams in the treatment of pain. Occupational therapy practitioners work to ensure active engagement in meaningful occupations for “persons, groups, or populations (i.e., the client)” (AOTA, 2020b, p. 1) at risk for and affected by pain.

Central Asia performance review in land governance indices and assessment frameworks

Academic scholarship captures different land governance dimensions while focusing mainly on agrarian, legal, and economic aspects. However, little to no attention is paid to land governance consideration through public policy lenses. In particular, this holds for Central Asian (CA) countries where there is a noticeable lack of academic works on land governance effectiveness and anti-corruption strategies in the land sector. This review paper analyzes the question of how Central Asian countries are presented in land governance indices and assessment frameworks such as the World Bank’s Land Governance Assessment Framework (LGAF), Global Property Rights Index (Prindex), Global Land Governance Index (LANDex), and The Open Data Barometer. The paper uses the integrative review of academic works and the author’s empirical data on Central Asian performance in land governance indices and assessment programs. The findings revealed that while the Prindex results for the region are promising, the underperformance and lack of active engagement of Central Asian countries in the Open Data Barometer, LANDex, and LGAF are still visible. This fact could be explained by various reasons, including the lack of institutional and legal capacities in CA countries and the limitation in methodology and data collection techniques observed in present land indices. Considering that the subject is understudied, it is anticipated that this review paper will give both scholars and practitioners from the region and abroad the impetus to improve Central Asian performance in global land governance indices and assessment programs.