Constituent Aspects Research Articles

The World Citizen School – A space for self-organized learning of socially engaged student initiatives

The civic engagement of students can contribute to all missions of a university: teaching, research, and transfer to society. At the same time, student initiatives are often overlooked in that context.Through the example of the World Citizen School model, which was developed at the University of Tübingen, this workshop report aims to show how civic engagement of student initiatives can be anchored and promoted at universities. The focus is on the description of the model and the interplay of the various constituent aspects. The illustrations draw special attention to the often-overlooked potential of self-organized learning and engagement of student initiatives for university teaching.

Building psychological resilience in the paramedic

Paramedics face the need to be critically introspective, reflective and reflexive every working day. Their work involves not only the functional need to clinically assess, diagnose and manage critically ill and injured members of the public, but also a situated responsiveness to the scenes of severe trauma and death. Few other professions demand such an acute degree of personal and professional resilience; an underpinning education is therefore pivotal to facilitate the development of this resilience to equip and ensure an effective healthcare workforce. For all paramedics, the need to facilitate deconstruction of their experience and meaning-making from constituent aspects of paramedic practice, culture and context is a central element of their capacity for resilience, as well as their psychological ability to recognise and apply coping strategies in their everyday roles. This affective domain learning has been embedded across academic curricula and traditionally taught via methods such as role play, inquiry-based learning, and simulation. The current article presents gamification as another potential methodology for inclusion in undergraduate curricula that can provide the future workforce with transferable skills of reflection and reflexivity in situational responsiveness. LEGO®Serious Play®and narrative storytelling are used to illustrate this discussion; a technique that originates from business and leadership teaching and learning methodologies, but the origins of which lie in the philosophy of social constructionism. An adaptation of Gilbert's Multi-Modal Compassionate Mind Training is used to illustrate how LEGO®Serious Play®might facilitate the construction of affective domain learning for resilience in paramedic practice.

Entre la amnesia y la memoria

Las maneras de enfocar la enseñanza de la historia de la arquitectura han cambiado en los últimos años y estos cambios tiene una estrecha relación con las transformaciones de los intereses, la evolución de las prácticas y las técnicas que rigen nuestra disciplina, así como las vicisitudes que han ido modificando el rol social y productivo de los arquitectos. El artículo plantea las diferencias en el modo en el cual la historia era considerada en el pasado reciente y su rol actual en relación a un cambio de paradigma en el cual estamos insertos. Por un lado, nos encontramos frente al abandono de aspectos constitutivos de la tradición disciplinar que conllevan a la exploración de alternativas y por el otro a un masivo sentimiento de recuperación patrimonial. La existencia de estas alternativas que nos propone el nuevo siglo nos convoca a encontrar estrategias que permitan la construcción de una nueva didáctica que por un lado pueda absorber los distintos desafíos pero por el otro reafirme nuestra especificidad.

“Wretch I Am!” Eve’s Tragic Speech-in-Character in Romans 7:7–25

Despite the myriad approaches to the identity of the “I” in Rom 7:7–25, there is one aspect of the passage that has not been considered: its similarity to the tragic Greek laments. I offer a new perspective on the identity of the “wretched man”—rather, the “wretched woman”—in Rom 7:7–25, contending, based on generic and intertraditional arguments, that Eve, not Adam, is the individual identified in Paul’s speech-in-character in this chapter. Paul has recast Eve in the role of the female lamenter who bemoans her tragic condition. In this way, he has uniquely fused Second Temple Jewish traditions about Eve with tragic traditions that were prevalent in his Greco-Roman context. I argue that Paul evokes Gen 3 in Rom 7 but that the intertextual themes and lexemes concern Eve, not Adam. A comparison of Rom 7 with portrayals of Eve from Paul’s Second Temple Jewish context shows that Paul is evoking an established tradition about Eve. Finally, I argue that Paul has recast Eve in the role of the tragic, lamenting woman to serve a pedagogical function in the unfolding argument of Rom 5–8. The constituent aspects of her character fit the Aristotelian model of the ideal tragic figure who provokes fear and pity in the audience’s mind and ultimately effects a cathartic release of these emotions.

Experiences of practice-based learning in phenomenographic perspective

PurposeThe paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development.Design/methodology/approachThe paper introduces the cooperation project between Tibro Training Centre and Furniture Technology Centre Trust and its workshop context organized as practice-based learning. Participants’ learning context consisted of a mixture of professional practices allowing different logics and different cultures make up an innovative working site. Qualitative analysis of semi-structured interview data suggests that three phenomenographic hierarchical categories constitute the learning process: getting a recognized professional identity; perceiving new elements and expanding knowledge and seeing new aspects of design work and new steps of development in profession.FindingsCooperative practice-based learning is understood as social practice in a community of practice, and as continuous changes of the learning object due to that new aspects are discerned by the learners. These categories illustrate how participants’ meaning making and understanding of the learning object were expressed in cooperation as doings and sayings, as translation and as situated activities in a community of practice. Accordingly, it contributed to participants’ professional development in spite of their different professional educations and professional experiences.Practical implicationsMore studies of practice-based learning environments in work places are needed that could help societies and companies to advance integrative efforts of new employees and new immigrants into an increasingly diverse globalized labour market.Originality/valueThe results suggest that understanding as well as content structure and meaning making of the learning object are intertwined constituent aspects of practice-based learning.

Announcement

Announcement| September 01 2017 Announcement American Literature (2017) 89 (3): 666–668. https://doi.org/10.1215/00029831-4161038 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Announcement. American Literature 1 September 2017; 89 (3): 666–668. doi: https://doi.org/10.1215/00029831-4161038 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsAmerican Literature Search Advanced Search This special issue focuses on the plantation, the post-plantation, and the afterlives of slavery to consider how we have inherited and continue to be structured by the plantation form. This reconsideration of the plantation form heeds recent calls to reconceptualize notions of the human in relation to colonial plantation slavery to challenge the omission of race in much current theory of posthumanism, biopolitics, and bare life. As Alexander Weheliye and Zakiyyah Iman Jackson note, Giorgio Agamben’s state of exception and bare life and Michel Foucault’s biopolitics—arguably the predominant critical frameworks for analyzing state violence and inequality as constituent aspects of democratic formation—neglect the history and legacy of racialization, colonialism, and slavery. We invite essays that consider the biopolitics of the plantation form and its legacies in order to question modernity’s human exceptionalism and the hierarchies of violent inequality it supports.The Enlightenment conception of “Man” as a rational, conscious individual... You do not currently have access to this content.

Human Formation of the Educator during a Pedagogy Undergraduate Course - outcomes of an exploratory research study

This article is a result of an exploratory research study on the feasibility and comprehensiveness of the undergraduate course in Pedagogy promoting the human formation of the educator. The idea of human formation aims to provide the appropriate formation of all constituent aspects of a human being in an undivided way, which includes the formation of cognition, the senses, corporeity, habits, emotional life, the cultivation of relationships and of reflection on the personal meaning of singular human life, and furthermore to understand education itself as a fundamental mediation of formation. In order to verify whether or not the undergraduate course in Pedagogy promotes such training, a convenience sample which consisted of 253 students enrolled in that course at the Federal University of Pernambuco (UFPE), who included first year and final year undergraduates, were interviewed in 2011. A 5-point Likert scale with 41 items was drawn up and called the Scale of Human Formation of the Educator (SHFE). This scale was divided into three sub-scales which were designed to assess: (a) the personal and relational development of the student; (b) understanding the role of the educator, and; (c) the formative understanding of education, school and pedagogy. Statistical tests were carried out to compare the averages of first- and final-year students who were assessed by the three subscales mentioned. It was postulated as a hypothesis that this course would not promote the human formation of the students in accordance with the terms referred to. The results achieved by the research have partially refuted the hypothesis that was formulated, although the differences achieved are not of a significant amplitude.

Turismo de Base Comunitária: uma reflexão sobre seus conceitos e práticas

O Turismo de Base Comunitária (TBC) traz uma proposta de desenvolvimento de turismo na escala local e centrado nos recursos endógenos das comunidades. A literatura ressalta seu potencial de promover a conservação ambiental, a valorização da identidade cultural e a geração de benefícios para as comunidades receptoras. Este artigo tem como objetivo verificar a aderência entre a discussão teórico-conceitual do TBC e as suas práticas. A revisão teórica do tema permitiu elaborar seis elementos-chaves (dominialidade, organização comunitária, democratização de oportunidades e repartição de benefícios, integração econômica, interculturalidade e qualidade ambiental), desdobrados em critérios e subcritérios. Este quadro de análise teórico foi aplicado empiricamente em três iniciativas da Rede Tucum no Ceará (Brasil): Ponta Grossa, Assentamento Coqueirinho e Prainha do Canto Verde. Concluiu-se que dos seis elementos-chaves inicialmente propostos, apenas dois devam ser considerados como aspectos constituintes do TBC na teoria e na prática: dominialidade e organização comunitária. Os outros quatro elementos foram identificados como possibilidades ou desdobramentos desejáveis do TBC.

Critical Discourse Analysis of Two Persian Translations of Lewis Carroll’s Alice’s Adventures in Wonderland Framed in Farahzad’s CDA Model

Framed in Farahzad’s (2009) critical discourse analysis (CDA) model, the present research aimed at analyzing these influences in two Persian translations of Alice’s Adventures in Wonderland at micro and macro levels. To do so, the textual features at micro-level, while the constituent aspects about the translated texts at macro-level were examined. As to the micro-level analysis, it was found that the significations of the formal words, used by Honarmandi (1960), seemed to be more familiar for the adults and the educated groups than for common people. However, Pirzad (2001) adopted a realistic approach to make use of less formal phrases and more of popular lexical items.

Improving professionalism through reflection and discourse in communities of practice: The key situations in social work model and project

Professional social work under conditions of uncertainty and complexity requires integration of various forms of knowledge, practice and values and entails managing emotions skilfully to make ethical professional judgements. The article discusses these challenges for social work(ers) and introduces the key situation in social work model. It consists of a systematic reflection process of typical, reoccurring practice situations in communities of practice (CoPs). Situated knowledge, memorised in relation to situations is dominant and is more easily accessed in practice. Situational knowledge, co-produced in reflections on key situations, is documented and shared on a virtual platform. Therefore, the model offers a concept for situational knowledge management and for discursive examination in professional and scientific communities. In the #keysituation project a platform was constructed and 10 CoPs with 35 active members from practice and academia quality assure its content. Based on the literature nine design principles for CoPs are suggested. The authors describe how these were applied. Success and failure depends on balancing three constituent aspects of CoPs: domain, community and practice. The model offers a flexible approach to continuous professional development (CPD), which fosters a learning culture essential to overcome managerial, technocratic approaches so prevalent in social work organisations.

Conflict and compatibility

Purpose The purpose of this paper is to compare and analyze perspectives of law enforcement officers with combat deployment experience, other military background, and no military service regarding the meaning, relevance, and consequences of the military model of policing. Design/methodology/approach Data were obtained from an online survey of police officers throughout a rural Northern New England state. A t-test compared the difference of means on 25 items measured as military attributes and as relevant to policing and an ANCOVA analysis examined the relationship between military service status and the meaning, relevance, and consequences of the military model. Findings Officers gave statistically lower ratings to the relevancy than they did to the military character of most of 25 stipulated attributes of the military model, particularly the use of force, but indicated that the military model had positive consequences on both police personnel and the community. There were few differences between officers of different military background regarding the meaning, relevance, and consequences of the military model. However, significantly different ratings given to empowerment of those at lowest levels, to the relevancy of military leadership, and to the effects of military organization and style on the ability to deal with stress were largely attributable to those with combat deployment experience. Originality/value This is the only study to use more accurate measures of the relevance of the military model and to empirically examine how police officers themselves, particularly with different military service background, evaluate constituent aspects of the military model.

Dal gesto alla parola. Riflessioni intorno alla "postura" dell'educare

The body is the focal point of all knowledge. Knowledge is always a knowledge of the body. The educational relationship is a relationship between bodies. Words have a body, the writing has a body, the tongue is a motor act. Despite all this, the educating body size is still not thematized by pedagogical reflection. Referring to the perspective inaugurated by the pedagogy of the body, the essay aims to reflect on the constituent aspects of a bodily vision of educational processes, developing its own reflection on the concept of posture, to extend its meaning, and not just metaphorically, way beyond the narrow semantic spaces which the biomechanical paradigm has long relegated. A reflection that weaves knowledge and interdisciplinary awareness, to try to unravel as in gesture (of touch, of seeing, of listening, of voice) lies much more than educating the sense of what we tend to grant him reductively.

Developing Pupils’ Civic Engagement in the Republic of Kazakhstan: New Approaches and Solutions

Objective: This study is aimed at searching and simultaneously developing favorable pedagogical conditions for the development of civilian competence among seniors in the educational space of modern secondary school. Methods: Research methods include theoretical - The analysis and study of investigated problem in the scientific literature, official documents; analysis of educational-methodical documentation; empirical - observation, interviews, surveys, modeling, interviewing, testing, oral and written survey, practical assignments, study of pedagogical experience at vocational schools; statistical - mathematical and statistical processing of the results obtained during the study. Findings: The experimental work implemented by a group of authors in the context of the study resulted in positive outcomes, which indicates enhancing the theoretical and methodological teachers' training level: knowledge of the essence of students' civic engagement, its constituent aspects, norms and principles of organizations; teachers' training for the implementation of active civic engagement in the process of organization of students' educational and non-school hours activities; the level of professional and pedagogical skills for engaging teenagers in a variety of activities, adequate to civil activity components. A comparative analysis of the experimental work content with the data on the positive dynamics of changes in the levels of senior pupils' civic engagement development in the experimental groups allows for the conclusion about the effectiveness of the scientific and methodological recommendations draft developed by the authors and the validity of the underlying general hypothesis of the study. Application/Improvements: In general, the efficiency of developing senior pupils' civic engagement in the educational environment of the secondary school will significantly increase if the model and the totality of pedagogical conditions developed during the pilot study will be implemented.

Facing Up: A Response to Critiques of Why Law Matters

Why Law Matters defends the view that public institutions and legal procedures are not merely means to secure independently specifiable ends. They are constituent aspects of a just society, and the contribution they make to it is not contingent. I argue that various legal institutions and legal procedures, often perceived as contingent means to facilitate the realization of valuable ends, matter as such.This Article is a response to critiques of Why Law Matters. The critiques were devoted primarily to chapter three and chapter four of the book. Chapter three maintains that there are some goods—intrinsically public goods—that must be provided by the state. Chapter four discusses cases of emergency and argues that decisions in cases of emergency are necessarily private rather than public decisions. Among other things, I argue that Why Law Matters defends a normative and not a semantic or a conceptual claim.

Sovereign Bodies: Ancestor Cult and State Legitimacy among the Incas

The worship of dead Inca kings, because it aimed at preserving the deceased's bodily integrity, reveals constituent aspects of royal personhood. Underpinning these practices was the conception that the dead's agency was conveyed through corporeal substances, which therefore required constant acts of sustenance. This paper examines the bodily practices and material substances that shaped the king's physical person during his lifetime, as well as after his death. These data show that the royal body was made conspicuous through a series of ritual and symbolic actions devised to display the king's faculty to infuse vital force to all living creatures under his rule he thus stood as the source of prosperity for his subjects with which he was engaged in reciprocal obligations of life sustenance. I argue that these “embodied technologies of power” shaped a system of representations that legitimated the king's appropriation of state resources.

Constituent aspects of workplace guidance in secondary VET

Purpose– This paper aims to present an integrated model of workplace guidance to enhance awareness of what constitutes good guidance, to improve workplace guidance practices in vocational education and training.Design/methodology/approach– To identify constituent aspects of workplace guidance, a systematic search of Web of Science was conducted, focussing on mentoring literature, research on institutional socialization tactics and research on didactical interventions and their effects.Findings– The model interprets workplace learning as a relational and integrated process of participation, acquisition, guidance and social interaction. Psychosocial support, structure-providing interventions and didactical interventions are discussed as essential components of guidance. How these components are enacted is influenced by the characteristics of training firms and their employees’ readiness to provide guidance. This makes guidance an intrapersonal process. Workplace guidance is also an interpersonal process in which the agencies of employees mediate the relationship between guidance and interaction, and the agencies of trainees mediate the relationship between, on the one hand, participation and acquisition and, on the other hand, social interaction.Originality/value– Integrated models of what constitutes good workplace guidance are rare. To fill this gap, this paper highlights constituent aspects of workplace guidance and brings them together in an integrated model. The model can help mentors/employees choose effective interventions to improve workplace learning.

Markets, merchants and towns in early medieval Odishā

This article addresses the constituent aspects of trade such as commodities of exchange, agricultural and non-agricultural, market centres, traders, towns and their typologies. It also dwells on the issues of metallic money and the region’s participation in maritime trade. Trade and the professional categories associated with it have been situated in the context of the emergence of the mandala territories/sub-regions, their interrelationships and the gradual shaping of a cultural region.

Cardiovascular, renal and overall health outcomes after bariatric surgery.

Obesity is associated with significant increases in morbidity and mortality secondary, in part, to the increased burden of cardiovascular and renal diseases. Currently, bariatric surgery represents an important component of intensive approaches to the treatment of chronic and complex obesity. The efficacy of bariatric surgery extends beyond its ability to support significant and sustainable reductions in bodyweight to improvements in metabolic and cardiovascular health which are proposed to occur, in part, via weight loss-independent physiological changes. This report summarises the concept of cardiovascular and renal diseases as important constituent aspects of obese morbidity that contribute to overall impairments in health and lifespan. It furthermore describes the key features of bariatric surgical interventions, the evidence base for their beneficial effect on cardiovascular and renal diseases, and lastly provides some perspectives on the mechanisms involved.

LA VALEUR POUR UNE SÉMIOTIQUE DES PRATIQUES

Même si on peut analyser en manière légitime la valeur comme une couverture lexicale qui cache des élaborations conceptuelles très hétérogènes, l’article cherche d’en trouver un socle commun et des axes de caractérisation. Au-delà de la fondamentale élaboration saussurienne, la valeur semble avoir une thématisation privilégiée en économie et en éthique ; toutefois, aujourd’hui elle est au centre des stratégies de marques et les intangibles ont construit un véritable marché identitaire qui semble soumettre l’économie aux valeurs élaborées dans les échanges communicatifs. Enfin, le tournant « expérientiel » du marketing semble inviter à saisir les conversions entre des valeurs discursives et des valeurs perceptives. Ces effervescences sociales peuvent pousser la sémiotique à réveiller la réflexion théorique sur la valeur, en cherchant un nouvel potentiel explicatif et critique de ses modèles. L’exploration conduite dans cet article cherche de combler quelques vides théoriques qui séparent les thématisations phénoménologiques, linguistiques et sociologiques de la valeur ; en particulier, nos objectifs principaux sont une nouvelle typologie des valorisations et un éclaircissement des aspects constitutifs de la valeur mis en tension par la dialectique entre les programmes narratifs et les réserves figuratives des acteurs.

Centering the Marginal: Leonardo Lisi on Scandinavian Modernism

in the introduction to his excellent monograph, Leonardo Lisi argues that a return to the “original philosophical context of literary aesthetics” enables us to understand the formal elements of literature as constituent representational aspects of “fundamental forms of knowledge and experience, and thereby of the fundamental conditions for our being in the world” (p. 8). this sentiment emerges out of a particular frustration with the limitations of dominant theories describing european modernist aesthetics and the realization that our theoretical conceptions do not exhaust the possibilities offered to us by literary and philosophical texts themselves. Lisi takes pains to make a few distinctions to illustrate this point. He argues that the “consensus” on modernist aesthetics has created an unwieldy opposition between an aesthetics of autonomy