Programmatic View Research Articles

Learning by Doing: The Potential for Experiential Education in Health Promotion

Background: Rural populations face significant health disparities (e.g., high rates of chronic diseases) and unique accessibility barriers (e.g., limited healthcare facilities). Training higher education students to serve as facilitators for chronic disease prevention programs may address rural health promotion needs. Purpose: The purpose of this pilot, exploratory study was to create an experiential learning opportunity for students and examine their experiences. Methodology/Approach: Project leaders completed a Diabetes Prevention Program Lifestyle Coach training and, based on their experiences, created training program goals, content, and schedule. Undergraduate students in health-related programs or courses were recruited to participate. Four students completed a 4-week experiential training program and, at the end of the program, participated in an individual qualitative interview for researchers to understand their experiences. Findings/Conclusions: Data were analyzed through a qualitative-descriptive approach. The main theme, experiential learning, branched into two subthemes: (a) professional development and (b) program implementation and future program directions. Students’ experiential learning influenced their personal and programmatic views of prevention training. Implications: The benefits of experiential learning in prevention will enhance students’ education and future employment experiences. Future studies should improve upon training delivery and examine the acceptability of this method of delivery in the rural population.

Survey Evaluation of Florida’s Freshwater Fisheries Long-Term Monitoring Program

Natural resource monitoring programs benefit from routine evaluation. Here, Florida’s statewide Freshwater Fisheries Long-Term Monitoring (LTM) program is used to show how stakeholder surveys can be integral to this process. In 2022, an online questionnaire was sent to internal stakeholders, i.e., state agency personnel who collect, enter, or use freshwater fisheries data for fisheries and habitat management purposes. The survey’s primary objective was to evaluate the program at its 15-year mark; secondary objectives were to compare results with a similar survey conducted at the 4-year mark, compare results among respondents based on experience and functional role, and develop recommendations for strategic initiatives to further improve the program. The survey consisted of 43 questions across six sections of program evaluation: demographics; field sampling; data entry, summary, and reporting; management decision support; programmatic views; and additional input. Respondents generally had positive views of the LTM program, but the survey revealed differences among respondents with different functional roles (e.g., fisheries researchers and managers viewed the decisional value, priority, and sample sizes of LTM data more favorably than habitat managers) while highlighting high-priority future initiatives (e.g., database development). Our results demonstrate the utility of stakeholder surveys as an important step in evaluating monitoring programs.

Main Political and Ideological Views of the SRs: Formation and Character

The article examines the key components of the political doctrine of the Socialist-Revolutionary Party, which represented the populist trend in Russian socialism in the late 19th - first quarter of the 20th centuries. The diversity of ideological and philosophical directions in the ranks of the Socialist-Revolutionary Party is shown, which ensured internal democracy, but hampered the process of consolidation and centralization of the party. The stage of formation of party programmatic, long and sharply debatable, is characterized. The features of the nature of the programmatic views of the Socialist-Revolutionary Party on the main socially significant points, including state-legal and agrarian ones, are revealed. The classical populist attitude of the Socialist-Revolutionaries to the issue of the social structure and stratification of Russia is noted — with the recognition as a progressive class of the entire “working people”, including workers, the working peasantry and the working (socialist-minded) intelligentsia. The Socialist-Revolutionary Party was assessed as an organization that adhered to the principles of democracy and pluralism in its political practice.

As Confrarias Báquicas e as “Enomemórias” na promoção do Turismo

The present investigation is divided in two different parts – the first is mainly theoretical, and presents authors and ideas related to cultural importance of wine brotherhoods and its relation to wine tourism; the second part presents some aspects of Portuguese reality presenting the evolution of wine brotherhoods in several Portuguese wine regions. The present case study aims to reveal in detail the role of Vinho Verde Brotherhood in this programmatic view. It will be developed analysis with the contribution of direct observation, action?investigation on a participant way and ethnographic investigation (resulting, mainly, on a decade of the author’s participation on the brotherhood activities).

Lean Six Sigma Deployment and Maturity Models: A Critical Review

For guidance in implementing Lean Six Sigma (LSS), both the academic and the practitioners' literature offer deployment models and models for assessing the implementation's maturity. This paper makes a critical appraisal of the quality and usefulness of a sample of 19 such models. The appraisal follows a set of review criteria developed on the basis of theory. The analyzed models appear disconnected from established theory in organizational development, and the given advice lacks in specificity and operationality. The underlying notion of deployment processes seems an exclusively programmatic view, leaving little room for idiosyncrasy and learning elements. The study signals an important need for scientific insight in the process of implementing approaches such as LSS, and for a more effective translation of established theory in organizational development to forms practitioners can use. The paper also bridges the gap between academic literature on organizational development and practices in the field as codified in practical deployment models, and identifies how the former could have more impact on the latter.

Planungskultur als neues Paradigma in der Planungswissenschaft

A cultural perspective on the production of space in planning science is en vogue, as recent debates and publications on “planning cultures” indicate. In this context we raise two questions in this article: (1) which understandings of the term “culture” contribute substantially to the formation of a new (cultural) paradigm in planning science? (2) How can such a paradigm be formed considering the variety of different conceptualisations of planning culture?To answer these questions the plurality of “cultural turns” and a typology of different concepts of culture are discussed in a first step. It is highlighted that a cultural turn in planning science is an open and incomplete process which includes perspectives on spaces and planning practices. In a second step, the formation of planning culture as a scientific paradigm is analysed through the comparison of empirical-analytical concepts of planning culture. Thus, theoretical, methodological, empirical and programmatic components of these different concepts are compared within a “cognitive system”. The analysis reveals certain similarities and complementary characteristics of the various conceptualisations. It is therefore argued that there is a constructive coexistence of these approaches, which might lead towards a new paradigm in planning science. In conclusion, the essence of this paradigm might be characterised by five features:(1) a relational understanding of space and (2) a holistic and meaning/knowledge-based definition of culture, which is (3) primarily operationalized through analytical approaches to organisational cultures. Therefore, the essential idea is that planning cultures are characterised by the way actors of planning think and act within (or corresponding to) organisations, producing spaces of meaning through social practices. From a programmatic view, this paradigm might include the (4) comprehension and comparison of different planning cultures that (5) are embedded in certain structural (especially societal) contexts.

THE RULES OF THE GAME IN THE STUDY OF ANCIENT HISTORY

ABSTRACT“The Rules of the Game,” expounded in ten remarkably bold theses, can easily be read as a synthetic retrospective or introduction to the formidable oeuvre of Arnaldo Momigliano. Indeed, this piece served as the opening chapter to his Introduzione bibliografica alla storia greca fino a Socrate (Florence: La Nuova Italia, 1975), and its subsequent reprints as an independent essay in several Italian journals and anthologies signal its importance for Momigliano. In this provocative and occasionally brilliantly witty essay, Momigliano sets forth his programmatic views on the ethos of the historian, as well as on the historical method and its applications in the study of ancient history. Here, as elsewhere, Momigliano is interested in detailing the link between ancient documents and their historical interpretations in later millennia. Ancient sources, he cautions, do not capture ancient realities transparently or completely, but are mediated documents whose historical value hinges, within certain limits, on the historian's analytical questions, inflected as they inevitably are by different ideological commitments. For this reason, he places special emphasis on the comparative method, stressing difference rather than similarity, and advises that historians with various areas of expertise collaborate, a point underscored throughout the essay. What is more, the essay contains the salutary reminder that the historian ought to attend not only to the surviving documents but also to the conspicuous silences and lacunae in the evidence.

The Internet Is About Relationships [Bits Versus Electrons

In a previous column, the author examined application programming interfaces (APIs). APIs represent a programmatic view of systems. Devices function in a context and in relationship to other devices, but they do not function in isolation. The Internet is about facilitating The Internet is about facilitating these relationships as opposed to traditional networking, which is all about “the between.” To realize the benefits of the Internet approach we need to focus on the relationships.

Exploring the Transition to Practice for the Newly Credentialed Athletic Trainer: A Programmatic View.

Some newly credentialed athletic trainers (ATs) pursue a postprofessional degree with a curriculum that specifically advances their athletic training practice. It is unknown how those postprofessional programs assist in their transition to practice. To gain an understanding of initiatives used by postprofessional athletic training programs to facilitate role transition from student to professional during their graduate degree programs. Qualitative study. Semistructured telephone interviews. A total of 19 program directors (10 men, 9 women) from 13 Commission on Accreditation of Athletic Training Education-accredited and 6 unaccredited postprofessional athletic training programs. Telephone interviews were recorded digitally and transcribed verbatim. For data analysis, we used the principles of general inductive approach. Credibility was maintained using peer review, member checks, and researcher triangulation. Three facilitators of transition to practice emerged: orientation sessions, mentoring, and assistantship. Participants used orientation sessions ranging from a few hours to more than 1 week to provide and discuss program polices and expectations and to outline roles and responsibilities. Faculty, preceptors, and mentors were integrated into the orientation for the academic and clinical portions of the program. All participants described a mentoring process in which students were assigned by the program or informally developed. Mentors included the assigned preceptor, a staff AT, or peer students in the program. The clinical assistantship provided exposure to the daily aspects of being an AT. Barriers to transition to practice included previous educational experiences and time management. Participants reported that students with more diverse didactic and clinical education experiences had easier transitions. The ability to manage time also emerged as a challenge. Postprofessional athletic training programs used a formal orientation session as an initial means to help the newly credentialed AT transition into the role. Mentoring provided both more informal and ongoing support during the transition.

SDG-Pro: a programming framework for software-defined IoT cloud gateways

Recently, emerging IoT cloud systems create numerous opportunities for a variety of stakeholders in terms of optimizing their existing business processes, as well as developing novel cross-organization and cross-domain applications. However, developers of such systems face a plethora of challenges, mainly due to complex dependencies between the application business logic and the underlying IoT cloud infrastructure, as well as difficulties to provision and govern vast, geographically distributed IoT cloud resources. In this paper, we introduce SDG-Pro – a novel programming framework for software-defined IoT cloud systems. The main features of our framework include programming abstractions: Software-Defined Gateways, Intents, Intent Scopes, and Data and Control Points, as well as provisioning and governance APIs that allow for programmatic management of software-defined gateways throughout their entire lifecycle. The SDG-Pro framework enables easier, efficient and more intuitive development of IoT cloud applications. It promotes the everything-as-code paradigm for IoT cloud applications in order to provide a uniform, programmatic view on the entire development process. To illustrate the feasibility of our framework to support development of IoT cloud applications, we evaluate it using a real-world case study on managing fleets of electric vehicles.

Transforming educational accountability in medical ethics and humanities education toward professionalism.

Effectively developing professionalism requires a programmatic view on how medical ethics and humanities should be incorporated into an educational continuum that begins in premedical studies, stretches across medical school and residency, and is sustained throughout one's practice. The Project to Rebalance and Integrate Medical Education National Conference on Medical Ethics and Humanities in Medical Education (May 2012) invited representatives from the three major medical education and accreditation organizations to engage with an expert panel of nationally known medical educators in ethics, history, literature, and the visual arts. This article, based on the views of these representatives and their respondents, offers a future-tense account of how professionalism can be incorporated into medical education.The themes that are emphasized herein include the need to respond to four issues. The first theme highlights how ethics and humanities can provide a response to the dissonance that occurs in current health care delivery. The second theme focuses on how to facilitate preprofessional readiness for applicants through reform of the medical school admission process. The third theme emphasizes the importance of integrating ethics and humanities into the medical school administrative structure. The fourth theme underscores how outcomes-based assessment should reflect developmental milestones for professional attributes and conduct. The participants emphasized that ethics and humanities-based knowledge, skills, and conduct that promote professionalism should be taught with accountability, flexibility, and the premise that all these traits are essential to the formation of a modern professional physician.

Giambattista Vico and the principles of cultural psychology

The Italian philosopher Giambattista Vico developed a theoretical framework for the study of human sciences that exerted a strong influence on psychology and other human sciences. He backed the notion of the unity of knowledge about human mind and culture, including history, linguistics, philosophy, philology, epistemology, psychology, and for the first time proposed a method for their study that he ambitiously called ‘new science’. The article presents an overview of Vico’s thought and discusses some of the main axioms of his theoretical system. His critique of Cartesianism and the alternative epistemology he outlined are put forward as a thoughtful tool for reflection on contemporary psychological science. Finally, this retrospective look at Vico's ideas provides useful insights for a programmatic view of cultural psychology.

Program wychowania narodowego "młodych do młodych" na łamach czasopisma "Zarzewie" (1909-1914)

The goal of the article is to present the program of national education as found in the magazine Zarzewie, which was published between 1909 and 1914. The article presents the programmatic views - most often of students - representing national-democratic ideologies. According to these texts, the main goal was to prepare the youth to regain Polish independence, however, without the aid of any of the occupying powers. In the magazine, they presented their own model of independent, national education. In their opinion the educational work was to contribute to cultivating the national awareness of young Poles, awakening their potential in the national struggle (e.g. the will to fight, optimism, and the ability to sacrifice), and encouraging an attitude of active struggle with the invaders. Formal and informal education was to concentrate on the national idea by means of cultivating Polish tradition and culture, and developing the youth mentally, morally and physically by means of their participation in self-education circles and scout, youth, paramilitary and military organizations.

The Rhetorical Culture of the House of Commons after 1918

AbstractThe article analyses the rhetorical culture of the House of Commons in the era following the extension of the franchise in 1918, a period in which parliament saw a major influx of new Labour MPs, and also the entry for the first time of small number of women. The article discusses not only the norms and expectations surrounding parliamentary speech but also the ways in which some speaking styles and techniques became controversial. In particular, the Labour Party was accused by its opponents of practising ‘rowdyism’. This allegation was part of a wider effort to undermine the party's constitutional credentials and to present it as unfit to govern. Thus, arguments about styles of arguing went the heart of broader debates over political legitimacy. To a considerable degree, Labour MPs were co‐opted over time into existing codes of behaviour. But although Conservative efforts to associate their own oratorical style with political virtue did have some success, partisan factors alone are not sufficient to explain the shifts in rhetorical culture, which changed, in part, for reasons external to the institution itself. As power moved from the legislature to the executive, and as politics became increasingly professionalized, the speaking culture of the House of Commons was affected by a longstanding evolution from a discursive to a programmatic view of statecraft. Styles and techniques of parliamentary argument were thus influenced both by the changing nature of the state and by the shifting bargain between voters and the political classes in the era of universal suffrage.

A programmatic view of metadata, metadata services, and metadata flow in ATLAS

The volume and diversity of metadata in an experiment of the size and scope of ATLAS are considerable. Even the definition of metadata may seem context-dependent: data that are primary for one purpose may be metadata for another. ATLAS metadata services must integrate and federate information from inhomogeneous sources and repositories, map metadata about logical or physics constructs to deployment and production constructs, provide a means to associate metadata at one level of granularity with processing or decision-making at another, offer a coherent and integrated view to physicists, and support both human use and programmatic access. In this paper we consider ATLAS metadata, metadata services, and metadata flow principally from the illustrative perspective of how disparate metadata are made available to executing jobs and, conversely, how metadata generated by such jobs are returned. We describe how metadata are read, how metadata are cached, and how metadata generated by jobs and the tasks of which they are a part are communicated, associated with data products, and preserved. We also discuss the principles that guide decision-making about metadata storage, replication, and access.

On and Out of Revolution: Between public law and religion

While advocates and critics of liberal republics disagree on whether “pure politics” requires ultimate authorization both call upon theories that explain all revolutions as attempts to transcend political theology for the sake of a purely immanent political realm. Their secularist, “political”/programmatic views and hopes on revolution are here contrasted with a reading of Eugene Rosenstock-Huessy’s Out of Revolution whereby “revolution” is read as the autobiography of western man written through a series of great European Revolutions. As products of changes in the vocabulary of occidental Christian political theology these revolutions were structurally unable to transcend authority; but they were able to project western power around the world. Lacking in awareness of its religious vocabulary the late-modern subject inherits this global western power but can no longer rebel as before. The article summarizes Rosenstock-Huessy’s genealogy of revolution in Section II; in Sections I and 3 his insights are brought to bear on theories of revolution-qua-secularization be it in the form of the utopian overcoming of “religion” (Arendt) or in the form of overcoming Christianity’s fabulous and real history – its political theology – while retaining its universality for the sake of emancipation of a “universal” – not western – victim.

A Programmatic View of Portfolios for Urban Teacher Preparation

This replication study represents an analysis of 47 exit portfolios of students enrolled in an urban teacher education program. Portfolios were analyzed to determine the degree to which students integrated concepts related to teaching in urban schools: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teaching and learning. The portfolios fall into three groups along a continuum from “awareness” to “trying things out” to “making it their own.” With 30%, 51%, and 19% falling into each group respectively, the data are interpreted in relationship to faculty development and the challenges of scaffolding preservice teachers.

Thinking in Complexity about Learning and Education: A Programmatic View

In this contribution the focus is on sketching a programmatic view of thinking in complexity about learning and development. This kind of thinking goes beyond linear thinking. The new thinking in complexity about a dynamic complex reality may enable us to build a new science of learning and education, which does not take the nonlinear complex reality for granted but regards it as “real”: a science with a framework that does not exist yet. A new vision on learning is presented which takes the concept of interaction as a key concept, which may be linked with the notion of dynamic complexity. Thinking in complexity has its focus on “that which is interwoven”. Learning and development through interaction may thus be viewed as a way of co‐creating ourselves within a web of reciprocal relationships with the other. This co‐creation may be described as a complex of self‐generative, self‐sustaining processes of mutual “bootstrapping” with potentially nonlinear effects over time. Modelling learning this way, may show learning to be a potentially nonlinear phenomenon within a new reality as the domain of possibilities and potentialities of learning. The modelling of such learning as “bootstrapping,” and the concomitant effects on both partners in the interaction, shows these very possibilities and potentialities of learning in their humanly connected spaces of possibility. It demonstrates the very truth of Vygotsky’s adage that “it is through others that we develop into ourselves.” Based on his thoughts, we are able to develop a new view of the complex nonlinear reality of learning and education, with learners as potentially nonlinear human beings.

Whats next? A guiding question for educators engaged in educational research

For all of us, the question of how to make educational research better is pressing. We don t mean by more self-flagellation, which has become an almost obligatory competency for educational researchers. The limits constraining our advancement of knowledge have been vocally, and repeatedly, articulated: some argue that the methodologies employed need to be changed; others contend that we as a community have done a poor job reporting on our data analyses, and yet others question the quality of reporting more generally. This editorial is not meant to comprise more of the same (although we would note that the debate is worth continuing), but is aimed instead at offering some perspectives with which we, as a community, might grow beyond the self-flagellation compulsion towards effective advancement of our excellence as a field of knowledge.

A Programmatic View of Portfolios for Urban Teacher Preparation

This exploratory study represents an analysis of 15 exit portfolios of students enrolled in a program to prepare teachers for urban schools. Portfolios were analyzed holistically across entries to determine the degree to which students integrated multiple concepts related to teaching in urban schools, including: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teaching and learning. The portfolios fell into three groups along a continuum from limited practice to inconsistent practice to principled practice. The data are interpreted in relationship to faculty development and scaffolding preservice students as aspiring teachers for urban schools.