Il silenzio del «buon europeo»

A one day workshop on the topic “A Framework for Medical Information Science” was held in October. Three issues were considered: what is Medical Information Science, what are the key research issues, and what are the educational needs. Because of the brevity of the workshop and scope of the topic, no summary conclusions were developed. Individual papers and position statements will be published. This paper reviews the workshop and some of the principal issues discussed.

A one day workshop on the topic "A Framework for Medical Information Science" was held in October. Three issues were considered: what is Medical Information Science, what are the key research issues, and what are the educational needs. Because of the brevity of the workshop and scope of the topic, no summary conclusions were developed. Individual papers and position statements will be published. This paper reviews the workshop and some of the principal issues discussed.

A one day workshop on the topic “A Framework for Medical Information Science” was held in October. Three issues were considered: what is Medical Information Science, what are the key research issues, and what are the educational needs. Because of the brevity of the workshop and scope of the topic, no summary conclusions were developed. Individual papers and position statements will be published. This paper reviews the workshop and some of the principal issues discussed.

SummarySixty college students either read a script of a dialog between two individuals holding contrasting positions on the issue of U.S. immigration or read texts containing their two individual position statements on the issue, expressing their same respective views. With this material removed from view, participants expressed in writing their own views on the issue. We asked whether exposure to the dialogic framing would have a greater effect on argumentive thinking, compared to non‐dialogic presentation of the same arguments. Essays of the two groups differed in several ways. The dialog group showed greater investment in the task by writing more. Additionally, 78% of the dialog group (vs. 48% of the individual‐position control group) made reference to the views they had read, despite no instruction to do so, over half referencing them in a comparative way (vs. 21% of the control group). The substance of the essays showed richer thought by the dialog group, including more “However” clauses (connecting two opposing statements) and more meta‐level statements about the issue itself, supporting the hypothesis of a benefit of dialogic framing. Theoretical and educational implications are considered.

In this volume of less than two hundred pages six well-respected art educators of international stature offer essays regarding their differing aesthetic and epistemological views of art. Each position is well crafted and persuasive. A few of the six authors are in strong agreement, while others provide counter perspectives. all addressing "knowing art." The first six chapters are devoted to individual position statements, which flow together smoothly with a strong coherent structure. Tn the next section of the book (chapters seven through twelve) each author responds to the other five contributor's essays, noting both similarities and differences, sometimes in g reat detail. If your adrenaline pumps at the thrill of a good debate and you want to keep a tally of points for each author as you read the response section is for you.

This chapter shares the process and rationale behind a library workshop with the Reference and Research Services Department and Archives and Special Collections Department at the New Mexico State University Library. The workshop was part of a grassroots social justice initiative aimed at forming a more equitable and sustainable library instruction program. The concepts of equity, economy, and environment taken from the 4th U.N. Sustainable Development Goal and the extant literature in the fields of library instruction and educational leadership were utilized to plan and implement this workshop and research. Holmes's definition of positionality was used as the theoretical framework. This chapter unpacks the learning and reflection from an initial meeting with library staff to craft individual positionality statements that will be used to co-create a crowdsourced mission statement informed by positionality and core values.

Although literature demonstrates that mindfulness practices enhance undergraduate student learning, writing composition, and sense of well-being in higher education, there is minimal research that explores faculty and doctoral student engagement in mindfulness practices to support academic writing and build online writing community. In this collaborative autoethnographic study, we fill this gap by exploring our experiences as five female academics participating in an online mindful writing group where we gathered regularly to meditate and write throughout the COVID-19 pandemic. We developed and engaged in innovative meditations designed to support our academic writing and writer identity. Data included individual position statements and reflections and group conversational interviews. The findings are clustered under three main themes: (a) deepened understanding of the writing process and writer identity as expressions of self-reflection, creativity, and joy that led to greater acceptance of ourselves and others as writers, (b) the role of mindfulness in academic writing as present-moment non-judgemental awareness and acceptance that promoted well-being, and (c) development of a mindful online writing community that provided a space for honesty, vulnerability, knowledge exchange, and knowledge creation. We identified tensions of collaborative writing, such as navigating different writing styles, negotiating writer voice, and interpreting asynchronous feedback. We recommend that universities support the development of online mindfulness-based writing communities and pedagogies recognising that faculty and doctoral students vary in their continuum of mindfulness practices and, thus, are likely to hold different expectations from such communities.