The discussion on urban metabolism has been long dominated by natural scientists focussing on natural forces shaping the energy and material flows in urban systems. However, in the anthropocene human ...forces such as industrialization and urbanization are mobilizing people, goods and information at an increasing pace and as such have a large impact on urban energy and material flows. In this white paper, we develop a combined natural and social science perspective on urban metabolism. More specifically, innovative conceptual and methodological interdisciplinary approaches are identified and discussed to enhance the understanding of the forces that shape urban metabolism, and how these forces affect urban living and the environment. A challenging research agenda on urban metabolism is also presented.
Making Sense of Culture Patterson, Orlando
Annual review of sociology,
01/2014, Letnik:
40, Številka:
1
Journal Article
Recenzirano
I present a brief review of problems in the sociological study of culture, followed by an integrated, interdisciplinary view of culture that eschews extreme contextualism and other orthodoxies. ...Culture is defined as the conjugate product of two reciprocal, componential processes. The first is a dynamically stable process of collectively made, reproduced, and unevenly shared knowledge structures that are informational and meaningful, internally embodied, and externally represented and that provide predictability, coordination equilibria, continuity, and meaning in human actions and interactions. The second is a pragmatic component of culture that grounds the first, and it has its own rules of usage and a pragmatically derived structure of practical knowledge. I also offer an account of change and draw on knowledge activation theory in exploring the microdynamics of cultural practice and propose the concept of cultural configuration as a better way of studying cultural practice in highly heterogeneous modern societies where people shift between multiple, overlapping configurations.
Students' ability to integrate learning across contexts is a critical outcome for higher education. Often the most powerful learning experiences that students report from their college years are ...those that prompt integration of learning, yet it remains an outcome that few educators explicitly work towards or specify as a course objective. Given that students will be more successful in college (and in life) if they can integrate their learning, James Barber offers a guide for college educators on how to promote students' integration of learning, and help them connect knowledge and insights across contexts, whether in-class or out-of-class, in co-curricular activities, or across courses and disciplinary boundaries. The opening chapters lay the foundation for the book, defining what integration of learning is, how to promote it and students' capacities for reflection; and introduce the author's research-based Integration of Learning (IOL) model.The second section of the book provides practical, real-world strategies for facilitating integration of learning that college educators can use right away in multiple learning contexts. James Barber describes practices that readers can integrate as appropriate in their classes or activities, under chapters respectively devoted to Mentoring, Writing as Praxis, Juxtaposition, Hands-On Experiences, and Diversity and Identity. The author concludes by outlining how to apply IOL to a multiplicity of settings, such as a major, a single course, programming for a student organization, or other co-curricular experience; as well as offering guidance on assessing and documenting students' mastery of this outcome.This book is addressed to a wide range of educators engaged with college student learning, from faculty to student affairs administrators, athletic coaches, internship supervisors, or anyone concerned with student development.
Although transdisciplinarity has taken hold in many areas, it is still a concept in its early stages of development in Latin America. We see an emergent opportunity to contribute to the current ...discussion on transdisciplinarity and its institutionalization at universities. Our specific interest in this paper is to disentangle the conditions under which transdisciplinarity is developed in Latin American contexts and how it can be better implemented within those contexts. Our study focuses on the context of “Latin American Public Universities.” We examine the following research questions: (i) How is transdisciplinarity conceptualized in university policy and what are the conditions for its institutionalization? (ii) What lessons can be drawn more broadly from the role of university policy in the process of institutionalizing transdisciplinarity? To address these questions, we take the Universidad de Chile as a case study and apply a qualitative methodology of content analysis of university policy documents in the period 2006–2021. Grounded on empirical data, we elaborate on the concept of “situated transdisciplinarity” that emerges from the interplay between practices and policy at the Universidad de Chile and serves as a tool for future institutionalizing processes. We conclude that the concept of “situated transdisciplinarity” can orient transdisciplinary research policy, by problematizing discourses and perceptions.
"Teacher as Curator" provides a roadmap for using creative strategies to engage both educators and students in the learning process. Focusing on key qualities of culturally and linguistically ...responsive arts learning, chapters specifically demonstrate how arts integration strategies and formative assessment can be a catalyst for change in the classroom. Readers will be inspired by teachers and practitioners who have donned the role of curator to achieve significant results. Kindergarten--college educators will find research-based protocols and practices that they can translate into any educational setting. In digestible chapters, this resource provides a theoretical base for building artistic literacy into the curriculum and for developing multimodal opportunities for students to demonstrate their understanding of content. This book: (1) Explores the role of curation in the classroom; (2) Highlights processes for innovation and multimodal learning; (3) Showcases the work of teachers from different subjects and grade levels; (4) Provides examples of integrated learning through lesson planning, curatorial maps, and learning stories; and (5) Offers strategies that can deepen artistic literacy and engage students through formative assessment. Foreword by Beth Lambert.
Interdisciplinary research from the learning sciences has helped us understand a great deal about the way that humans learn, and as a result we now have an improved understanding about how best to ...teach and train people. This same body of research must now be used to better inform the development of Artificial Intelligence (AI) technologies for use in education and training. In this paper, we use three case studies to illustrate how learning sciences research can inform the judicious analysis, of rich, varied and multimodal data, so that it can be used to help us scaffold students and support teachers. Based on this increased understanding of how best to inform the analysis of data through the application of learning sciences research, we are better placed to design AI algorithms that can analyse rich educational data at speed. Such AI algorithms and technology can then help us to leverage faster, more nuanced and individualised scaffolding for learners. However, most commercial AI developers know little about learning sciences research, indeed they often know little about learning or teaching. We therefore argue that in order to ensure that AI technologies for use in education and training embody such judicious analysis and learn in a learning sciences informed manner, we must develop inter‐stakeholder partnerships between AI developers, educators and researchers. Here, we exemplify our approach to such partnerships through the EDUCATE Educational Technology (EdTech) programme.
Practitioner Notes
What is already known about this topic?
The progress of AI Technology and learning analytics lags behind the adoption of these approaches and technologies in other fields such as medicine or finance.
Data are central to the empirical work conducted in the learning sciences and to the development of machine learning Artificial Intelligence (AI).
Education is full of doubts about the value that any technology can bring to the teaching and learning process.
What this paper adds?
We argue that the learning sciences have an important role to play in the design of educational AI, through their provision of theories that can be operationalised and advanced.
Through case studies, we illustrate that the analysis of data appropriately informed by interdisciplinary learning sciences research can be used to power AI educational technology.
We provide a framework for inter‐stakeholder, interdisciplinary partnerships that can help educators better understand AI, and AI developers better understand education.
Implications for practice and/or policy?
AI is here to stay and that it will have an increasing impact on the design of technology for use in education and training.
Data, which is the power behind machine learning AI, can enable analysis that can vastly increase our understanding of when and how the teaching and learning process is progressing positively.
Inter‐stakeholder, interdisciplinary partnerships must be used to make sure that AI provides some of the educational benefits its application in other areas promise us.
Introducción: El síndrome de hombro doloroso se considera un problema de salud pública relevante, por su alta prevalencia, carga de enfermedad, costo económico para la persona y sistema de salud. ...Objetivo: Describir la relación entre catastrofización, kinesiofobia y discapacidad funcional de miembro superior con intensidad del dolor en pacientes cursando síndrome de hombro doloroso. Materiales y métodos: Estudio de tipo cuantitativo, explicativo, correlacional de corte transversal. La muestra fue conformada por 30 pacientes (20 mujeres – 10 hombres) con síndrome de hombro doloroso atendidos en centro de salud pública, Santiago de Chile. Aplicándose: Escala visual análoga (EVA), Escala de catastrofización, Escala de Tampa para kinesiofobia, Quick DASH para discapacidad y funcionalidad de hombro. Resultados: El estudio muestra relación significativa para las variables de catastrofización e intensidad de dolor (Tau b de kendall = 0,496, P = 0,005), para limitación de la funcionalidad e intensidad de dolor (Tau b de kendall = 0,365, P = 0,008); a excepción de la relación kinesiofobia e intensidad del dolor (Tau b de kendall = 0,181, P = 0,186). Conclusión: El factor cognitivo de catastrofización y la discapacidad funcional del hombro se relaciona de manera directa con la intensidad del dolor percibida en pacientes con síndrome de hombro doloroso. Fundamentándose la importancia de su evaluación para la rehabilitación desde un abordaje biopsicosocial y multidisciplinar.
Palabras claves: Hombro doloroso, dolor crónico, catastrofización, kinesiofobia.
Abstract: Introduction: Painful shoulder syndrome is considered a relevant public health problem, because of its high prevalence, disease burden, economic cost to the individual and health care system. Objective: To describe the relationship between catastrophizing, kinesiophobia and upper limb functional disability with pain intensity in patients with painful shoulder syndrome. Materials and methods: Quantitative, explanatory, correlational cross-sectional study. The sample consisted of 30 patients (20 women - 10 men) with painful shoulder syndrome attended in a public health center, Santiago de Chile. It was applied: Visual Analog Scale (VAS), Catastrophizing Scale, Tampa Scale for kinesiophobia, Quick DASH for disability and shoulder functionality. Results: The study shows a significant relationship for the variables of catastrophization and pain intensity (Kendall's tau b = 0.496, P = 0.005), for limitation of functionality and pain intensity (Kendall's tau b = 0.365, P = 0.008), with the exception of the relationship between kinesiophobia and pain intensity (Kendall's tau b = 0.181, P = 0.186). Conclusion: The cognitive factor of catastrophizing and functional disability of the shoulder is directly related to the perceived pain intensity in patients with painful shoulder syndrome. The importance of its evaluation for rehabilitation is based on a biopsychosocial and multidisciplinary approach.
Keywords: painful shoulder, chronic pain, catastrophizing, kinesiophobia.
Boundary Crossing and Boundary Objects Akkerman, Sanne F.; Bakker, Arthur
Review of educational research,
06/2011, Letnik:
81, Številka:
2
Journal Article
Recenzirano
Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with ...the notion of boundaries, particularly by the concepts of boundary crossing and boundary objects. Although studies on boundary crossing and boundary objects emphasize that boundaries carry learning potential, it is not explicated in what way they do so. By reviewing this literature, this article offers an understanding of boundaries as dialogical phenomena. The review of the literature reveals four potential learning mechanisms that can take place at boundaries: identification, coordination, reflection, and transformation. These mechanisms show various ways in which sociocultural differences and resulting discontinuities in action and interaction can come to function as resources for development of intersecting identities and practices.
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