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Action Steps (action + step)

Distribution by Scientific Domains
Education50%

Selected Abstracts

Community Participatory Ecological Art and Education

INTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2009
Young Imm Kang Song
This paper presents a phenomenological case study on ecological artist Lynne Hull by investigating the connections between ecological art, nature, and education. The research examines Hull's ,positive gesture towards the Earth' as conceptualized in her work of creating habitats for wildlife (Hull, 2004, para 1). It illustrates how she seeks to inspire changes in human behaviour through her artwork in addition to developing action steps based on her works. Through an examination of Hull's work, the researcher explores how ecological art can inspire environmental education by presenting innovative ways of thinking about existing concepts. The paper discusses how educators can incorporate inquiries about ecological art into the school curriculum. Furthermore, it considers ways in which educators can adopt Hull's art-making processes and integrate these into the curriculum. It argues that educators can help students to interact with these artworks and develop their own creative processes in a meaningful way that involves art, aesthetics, and nature , all of which may raise students' consciousness about the environment in themselves and others. Ultimately, appreciating the elements of nature and their connection to the aesthetic can become a vehicle for raising awareness about broader [source]

Evaluation of two types of online help for application software

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2000
S. Dutke
Abstract, A recent trend in application software design is to extend online help systems in order to support exploratory and self-paced learning. Two different information formats, lists of action steps that have to be taken to achieve a goal (operative help) and explanations about how a function works (function-oriented help), were evaluated to assess their effects on learning performance. In two experiments, adult computer novices (N = 60 and N = 20) learned to use experimental graphics software by task-based exploration. After one half of the tasks, the type of tasks changed so that the acquired action schema could no longer be applied. Results indicated that participants who had access to function-oriented help were coping more successfully with the schema change than participants who received operative help. The relevance to the design of software training and online help systems is discussed. [source]

National and Global Agendas on Violence Against Women: Historical Perspective and Consensus

AMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 4 2008
Mary P. Koss PhD
A policy analysis of 11 national and global institutions' violence against women agendas spanning 1990 to 2006 is presented. Analysis revealed 85 distinct recommendations. The highest percentages of them referenced prevention (29%); data, design, and measurement (21%); and psychotherapy and support (19%). Consensus (percentage of recommendations for future activities included in four or more agendas) was highest for advocacy (75%), funding (50%), prevention (48%), and data, design, and measurement (44%). Changes in emphasis over time, aims that have been abandoned, and observations contrasting U.S. and global agendas are also examined. The results create a context to inform the agendas currently in development within psychology, criminal justice, medicine, nursing, public health, and other disciplines. Next steps to guide future policy work include investigation of advocates', practitioners', researchers', and policymakers' perceived progress in implementing existing recommendations, empirical cataloguing of achievements that demonstrate progress toward aims, constituent input on reprioritization of activities, and contemporizing action steps. [source]

Supple Praxis: A Paralogical Strategy for Problems

COMMUNICATION THEORY, Issue 3 2010
Dan H. DeGooyer Jr.
Based on Lyotard's (1984) paralogy, I provide a paralogical approach to problems in which participants identify and describe grammars of problems as a means to engage them. I provide paralogical grammars of extant problems and their solutions (i.e., performative, reliable, accidental, and wicked) to articulate how they move from more to less easily solved, with an increasing degree of complexity and stake. I offer paralogical action steps to enact a supple praxis as demonstrated through a discussion of hellish problems, a fifth problem type. Participants paralogically address incommensurability as they solve their current problem, so that they may face their next incommensurable problem. Practitioners using a paralogical approach thus both adeptly solve current problems and prepare for unknown future problems. La praxis souple : une stratégie paralogique face aux problèmes Dan H. DeGooyer, Jr. À partir de la paralogie de Lyotard (1984), je développe une approche paralogique pour affronter les problèmes, approche par laquelle les participants identifient et décrivent des grammaires de problèmes comme moyen d'y faire face. J'offre des grammaires paralogiques de problèmes existants (performatifs, fiables, accidentels et pernicieux) et leurs solutions, afin d'exprimer clairement les manières dont ces problèmes sont de plus en plus difficiles à résoudre, alors que leur degré de complexité et d'importance augmente. Je présente des étapes d'action paralogique afin de mettre en actes une praxis souple, telle que démontrée dans une discussion des problèmes infernaux, un cinquième type de problèmes. Les participants traitent de manière paralogique de l'incommensurabilité quand ils résolvent leur problème actuel, de manière à ce qu'ils affrontent le problème incommensurable suivant. Ainsi, les intervenants qui utilisent une approche paralogique résolvent de façon experte leurs problèmes actuels et se préparent également pour les problèmes futurs qui leur sont encore inconnus. Weiche Praxis: Eine paralogische Strategie für Probleme Dan H. DeGooyer, Jr. Basierend auf der Paralogie von Lyotard (1984) diskutiere ich einen paralogischen Ansatz für Probleme, die Teilnehmer erkennen und deren Grammatik sie beschreiben als ein Mittel, mit diesen Problemen umzugehen. Ich bestimme die paralogische Grammatiken von bestehenden Problemen und ihren Lösungen (z.B. performative, reliable, unbeabsichtigte und boshafte) um auszudrücken, wie sie diese im Feld zwischen mehr oder weniger leicht zu lösen und einem zunehmenden Grad an Komplexität und Einsatz bewegen. Ich biete paralogische Handlungsschritte, um Möglichkeiten einer weichen Praxis darzustellen, wie sie in der Diskussion um infernale Probleme, einem Typ 5-Problem, vorkommen. Die Teilnehmer befassen sich paralogisch mit der Unmessbarkeit während sie ihre aktuellen Probleme lösen, so dass sie ihr nächstes unmessbares Problem angehen können. Praktiker, die einen paralogischen Ansatz verfolgen, lösen also aktuelle Probleme und bereiten sich für unbekannte Probleme in der Zukunft vor. La Práctica Flexible: Una Estrategia Para-lógica para los Problemas Dan H. DeGooyer, Jr. Emmanuel College, University of Iowa, 312 Administrative Building, Boston, MA O2115, USA Resumen Basado en la para-logia de Lyotard (1984), proveo de una aproximación para-lógica a los problemas en la cual los participantes se identifican y describen las gramáticas de los problemas como un medio para comprometerse con ellos. Proveo de una gramática para-lógica de problemas existentes y sus soluciones (a saber, de performancia creíble, accidental, y malintencionado) que articula cómo ellos mueven de más a menos fácilmente solucionados, con un incremento en el grado de complejidad e interés. Ofrezco los pasos de la acción para-lógica una práctica flexible demostrada a través de una discusión de problemas infernales, un quinto tipo de problema. Los participantes trataron para-lógicamente la inconmensurabilidad al resolver el problema corriente, de manera tal que puedan enfrentar el problema inconmensurable siguiente. Los practicantes usando el enfoque para-lógico resolvieron así en forma experta los problemas y se prepararon para los problemas futuros inciertos. [source]