Local Climate Praxis in Practice: Community Climate Action in Belfast

HighlightsExplores local climate praxis as transformative climate action with and in diverse communities across Belfast. Community climate action can tackle injustices, aid peace building and enable a just transition.

Pediatric Collections: Enriching Pediatric Learning: A Guidebook for Preceptors

This collection is intended to optimize the medical education and practical teaching techniques to improve clinical observation, feedback, assessment, and evaluation. This collection is applicable to the busy preceptor in a variety of settings—rural or regional or urban practice, community hospital, or academic center. Available for purchase at https://shop.aap.org/pediatric-collections-enriching-pediatric-learning-a-guidebook-for-preceptors-paperback/

Dialogic assessment in the context of professional recognition: perspectives from the canoe

This paper seeks to spark a conversation as it concerns dialogue as an assessment tool and the processes which may be needed to support it. While its context is specific, focused on the use of dialogic assessment in HEA Fellowship schemes, it is suggested that the metaphor which emerged from a collective autoethnographic study has the potential to be of value more widely. Data from this study indicated that dialogic assessment might be likened to a canoe trip which requires careful planning and skillful execution. The five phases identified - designing the vessel, getting aboard, settling in/ settling down, navigating the space and forward-wash – are overviewed with the intention of provoking discussion in the academic practice community, drawing into the conversation individuals who are concerned with assessment for learning generally, and those who have particular interest in the potential of dialogic assessment which culminates in a summative judgement. As such it adds to the literature focused on assessment in higher education by drawing to the fore the conditions in which dialogic approaches can thrive for the individual being assessed, while also facilitating reciprocal learning.

A Hard Day’s Write

Fan fiction is, ordinarily, nonprofessional writing—premised thematically on media texts, celebrities, or artistic creations. Some fanfic uses public figures as the basis for characters and is called real person fiction (RPF). Bandfic is a subgenre of RPF involving rock musicians. Slash fiction is a subset of fanfic involving same-sex intimacy between central characters. Real person slash (RPS) is a fanfic subgenre that hybridizes RPF with slash and can involve pairs of musicians. One typical Beatles fanfic story on Archive of Our Own, is listed as male-to-male romance between John Lennon and Paul McCartney and tagged with angst, love confessions, rejection, unrequited love, and period-typical homophobia. In academia, discussions about such fanfic have covered copyright, fan labor or play, fan literacy and reading practice, community-created archives, world building, identity politics, or subversion and censorship. This chapter considers a less-discussed question: how does RPF about the Beatles relate to celebrity fandom?

Institutional incentives and community policing

Most American police departments claim to practice community-oriented policing (COP). The stated goals are to build partnerships between the police and the community, maintain order and quality of life, and solve problems that contribute to crime and fear of crime. However, researchers have noted how most departments attempting to implement COP have fallen short in successfully adopting the recommended reforms. This paper argues that the institutional setting in which American public policing operates leads to this result. By contrast, the institutional features of private security make its operation more conducive to achieving the goals of COP. These institutional differences include whether economic calculation is possible, the domain that is policed, and which rules are enforced.

Accelerating climate research and action in cities through advanced science-policy-practice partnerships

Cities have become increasingly recognized as key sites for climate research and action. Recently, these efforts have been significantly advanced through science-policy-practice partnerships. The objective of this paper is to assess how these partnerships are structured, the research and action agenda that underpins them, and how this agenda is being articulated and implemented. The assessment also helps to define some of the conceptual and operational gaps faced by the science-policy-practice community and how they can be addressed. The work evaluates the critical conditions for promoting these advances including the definition and fulfillment of knowledge needs, the integration of different perspectives and approaches, establishment of pathways to finance the urban climate research and action community, and creation and promotion of new partnerships. The paper concludes with a series of strategies and recommendations for how targeted policy adjustments can accelerate and support the production of actionable knowledge and this integrated researcher-policymaker-practitioner community.

Utilising a Virtual Community to practice Community Work theory during COVID-19 lockdown in South Africa

In this practice note, I highlight the challenges social work practice lecturers overcame during a national lockdown midst the COVID-19 pandemic in South Africa whilst converting face to face teaching on community work to the online environment. I discuss how a fictitious virtual community was created, enabling students to apply the theoretical knowledge on community work from the practice module. I share the practical application on how students were able to ‘do’ community work in a virtual community and what we as a team of social work practice educators learned as a result.

Implementation and evaluation of a remote seminar on the pedagogical use of educational robotics

This article describes distance teacher training for educational robotics' pedagogical use, e.g., the planning, the implementation, and the evaluation by the teachers involved. The training seminars were organized as part of the Greek eTwinning community's seminars. They were based on a Teacher Practice Community of the South Aegean about using ICT in teaching practice. From 2018 we have included seminars on educational robotics. There is a growing interest in the use of educational robotics in teaching practice. Although the topic is such that face-to-face contact and experimentation with the subject is considered necessary, we tried to educate teachers using remote learning methodology. The project was successful, and the evaluation of the seminars was very positive.