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Playful Computation: Teaching Computing Through Playful Learning
Get PDFThis paper investigates students’ experiences and teachers’ attitudes towards playful computation: an innovative pedagogy that emphasizes playful learning to teach students information and computing technology. A pilot study was conducted at a Californian primary school during the summer, involving 84 students and 5 teachers engaging in creative and playful computing activities such as 3D printing, coding drones, redubbing audio, building computers, and music production. Student surveys, teacher interviews, and classroom observations were collected in mixed-methods research to provide multiple perspectives on the challenges and benefits of implementing the pedagogy.
Key findings indicate that playful computation significantly boosted student engagement and enjoyment, even surpassing student expectations. Teachers also expressed surprise at the increase in engagement as well as persistence, attributing this to the intrinsically rewardingnature of playful activities. Playful computation also promoted student self-expression and collaborative learning.
However, teachers expressed concerns about the practicality of implementing this pedagogy in standard educational settings due to existing structural constraints of aligning with academic standards. Classroom management and lack of established norms for play in this learning context also limited their lesson plans and implementations.
Supporting the existing literature on the benefits of playful learning, this research also suggests the need for further investigation into its role in facilitating flow and non-cognitive traits like grit. Investigating how playful computation impacts students’ testable learning outcomes is also recommended as a necessary research direction to facilitate broader implementation in American classrooms
Reformen av lagen om domstolsavgifter i Finland – förvaltningsdomstolarnas samhällsfunktioner fullgörs inte längre på avsett sätt
Get PDFIn Finland, the new Act on Court Fees (1455/2015) entered into force at the beginning of 2016. Court fees were at least doubled and certain proceedings that were previously free of charge became subject to a fee. The objective of the reform was to promote access to justice, improve the cost-effectiveness of fees, reduce manifestly unjustified use of court services, ensure a fair ratio between court fees and the costs of different court proceedings, and achieve a simple and transparent fee system. An impact assessment of the reform was carried out between 2022 and 2023 and showed that the objectives had been broadly achieved. However, the reform has an unforeseen negative impact: the social functions of the courts are no longer satisfactorily fulfilled. The article analyses in more detail how this is reflected in the administrative process of the regional administrative courts and the Supreme Administrative Court. The article is a legal analysis that is supplemented with empirical data. As a societal impact, the article aims to get the officials responsible for law drafting to pay attention to and acknowledge the problem highlighted in this article and to take the necessary measures to eliminate it. As a measure, it was proposed that fees in certain categories of cases should be significantly reduced to provide the courts with sufficient coverage of all types of cases to be able to perform their social functions effectively.I Finland trädde den nya lagen om domstolsavgifter (1455/2015) i kraft i början av 2016. Domstolsavgifterna minst fördubblades och vissa förfaranden som tidigare varit avgiftsfria blev avgiftsbelagda. Syftet med reformen var att främja tillgången till rättslig prövning, förbättra avgifternas kostnadseffektivitet, minska uppenbart omotiverad användning av domstolstjänster, säkerställa ett rimligt förhållande mellan domstolsavgifterna och kostnaderna för olika domstolsförfaranden samt uppnå ett enkelt och tydligt avgiftssystem. En konsekvensbedömning av reformen genomfördes mellan 2022 och 2023 och visade att målen i stort sett hade uppnåtts. Reformen har emellertid en oförutsedd negativ inverkan: domstolarnas samhällsfunktioner uppfylls inte längre på ett tillfredsställande sätt. Nedan analyseras mer i detalj hur detta återspeglas i förvaltningsprocessen vid de regionala förvaltningsdomstolarna och Högsta förvaltningsdomstolen. Artikeln är en rättsvetenskapligt riktad analys som kompletteras med empiriska data. Som samhällspåverkan syftar artikeln att få de tjänstemän som ansvarar för lagberedningen att uppmärksamma och erkänna det problem som lyfts fram i artikeln och att vidta nödvändiga åtgärder för att eliminera det. Som en åtgärd föreslogs att avgifterna i vissa kategorier av mål ska reduceras avsevärt för att domstolarna ska få en tillräcklig täckning av alla typer av mål för att kunna fullgöra sina samhällsfunktioner på ett ändamålsenligt sätt
Materiella yttranden i återkoppling inom skolans praktisk-estetiska ämnen
Get PDFThe article presents a part of a pilot study investigating feedback within practical-aesthetic subjects in primary and secondary education. Feedback within the school context is often understood as verbal or written communication between teachers and students. The subjects referred to as practical-aesthetic largely involve skill training in relation to materials and various types of artifacts. In situated activities where materials, the body, and cultural practices interact, the content and formation of feedback need to be examined as a relational process. Using the posthumanist analytical concept of "material utterances," the article aims to make visible and discuss feedback phenomena that emerge within and through situated activities in three practical-aesthetic subjects: crafts, home and consumer studies, and art. The phenomena made visible within/through these activities are the inclusions and exclusions that are continuously made, creating dynamic feedback hybrids. It is within these feedback hybrids of materials, body, and discourse that understanding and knowledge are formed and constantly reshapedArtikeln presenterar en del av en pilotstudie där återkoppling inom praktisk-estetiska ämnen i grund- och gymnasieskolan undersöks. Återkoppling inom skolans praktik förstås ofta som en muntlig eller skriftlig kommunikation mellan lärare och elever. De ämnen som benämns som praktisk-estetiska innehåller till stor del färdighetsträning i relation med material och artefakter av olika slag. I situerade aktiviteter där material, kropp och kulturella praktiker samverkar behöver återkopplingens innehåll och tillblivelse därför undersökas som en relationell process. Genom det posthumanistiska analysbegreppet ”materiella yttranden” syftar artikeln till att synliggöra och diskutera återkopplingsfenomen som blir till inom och genom situerade aktiviteter i tre praktisk-estetiska ämnen: slöjd, hem- och konsumentkunskap och bild. De fenomen som synliggörs inom/genom aktiviteterna är de inkluderingar och exkluderingar som kontinuerligt görs, vilka skapar föränderliga återkopplingshybrider. Det är inom dessa återkopplingshybrider av material, kropp och diskurs som förståelse och kunskap blir till och ständigt omformas
Comparison of Size specific dose estimates (SSDE) and CTDIvol values in patients undergoing CT examinations of abdomen and pelvis
Get PDFIntroduction: Computed Tomography Dose Index volume (CTDIvol) is a measure of radiation output of the CT scanner and does not represent patient dose. It often underestimates the radiation dose being given to small children and smaller adults and overestimates the dose to larger patients. The use of Size Specific Dose Index (SSDE) helps convert CTDIvol into more patient size specific radiation dose and is a better measure of estimated patient dose than CTDIvol.
Methods: This cross-sectional study was conducted in the Department of Radiology and Imaging of Tribhuvan University Teaching Hospital (TUTH), Maharajgunj, Nepal. CT scans were performed on the Siemens Somaton Definition AS+ 128 slice scanner. During 96 CT examinations of the abdomen and pelvis collected over a period of 4 months, effective diameters were calculated from the AP and Lateral diameters at the mid-liver region. These were used to determine the conversion factors which were then used to convert the CTDIvol values to SSDE. Obtained SSDE values were compared with the displayed CTDIvol values.
Results: The average CTDIvol was found to be 9.42 ± 3.26 mGy and the average SSDE was found to be 13.48 ± 3.53 mGy. Moderate positive correlation (r=+0.52, p<0.001) was found between CTDIvol and patient weight and low positive correlation (r=+0.17, p=0.08) was found between SSDE and patient weight. Similarly, moderate positive correlation (r=+0.5, p<0.001) was found between CTDIvol and patient BMI and low positive correlation (r=+0.14, p=0.15) was found between SSDE and patient BMI.
Conclusion: In comparison with SSDE, CTDIvol seemed to underestimate the patient dose estimate by 30.11%. CTDIvol values showed dependency with patient weight and BMI, this dependency was significantly reduced when those values were converted into SSDE (i.e. r=+0.52, p<0.001 (CTDIvol and Patient weight) vs. r=+0.17, p=0.08 (SSDE and Patient weight) and r=+0.5, p<0.001 (CTDIvol and BMI) vs. r=+0.14, p=0.15 (SSDE and BMI). Thus, providing more concrete evidence to the fact that SSDE values are a more reliable patient dose estimate since it addresses the patient’s size.
A Cross-cultural Comparison of ELT Curricula of Senior Secondary Schools in Mainland China and Hong Kong: A Governmentality Perspective
Get PDFEnglish holds significant importance as a foreign language in Mainland China and Hong Kong, where ongoing curriculum revisions are shaped by economic and sociocultural advancements. Previous research on English Language Teaching (ELT) curriculum comparisons in Asia has frequently overlooked the exploration of underlying sociocultural and socio-political factors that contribute to the observed similarities and differences. Adopting a governmentality Perspective informed by Dean\u27s analytics of government theory, this cross-cultural comparative study investigates the ELT curricula in senior secondary schools in Mainland China and Hong Kong. Through this analysis, the study explores how sociocultural and socio-political factors interact to influence the educational landscapes. By examining the dimensions of problematizations, rationalities, techne, and teleology within the curricula, the research uncovers common challenges, rationales, approaches, and objectives, as well as distinctions arising from the unique sociocultural, political, and economic contexts of Mainland China and Hong Kong. This examination underscores the profound impact of these contextual factors on ELT curriculum design, contributing valuable insights to the cross-cultural discourse. Furthermore, the findings lay the groundwork for future research and policy development in the realm of ELT curricula, emphasizing the need for additional studies employing diverse methods and focusing on the implemented and experienced curriculum in senior secondary schools to provide a comprehensive understanding of English language education in both Mainland China and Hong Kong
Nurses Under Pressure: The Demands of Professional Performance and Their Management Through the Use of Medication
Get PDFThis article discusses the relationship between the demands on nurses’ professional performance and adherence to the use of medicines and supplements for their management. This approach allows us to analyze the transformations of nursing work and how nurses use various natural and pharmaceutical resources to cope with the pressures they face in their professional activities. To understand the interconnection between the transformations in nursing work and what we refer to here as the process of pharmaceuticalisation of work contexts, we use the results of a sociological mixed methods study on the use of medicines and food supplements for managing professional performance. The results show some of the main pressure factors in nursing work and how the increase in professional pressure substantially affects performance-related medicine use, as these become more frequent when nurses perceive their work as more intense, demanding, and exposed to risks
Artografiske bevægelser : Mod at blive artograf i en materiel kulturdidaktisk praksis
Get PDFMed et fælles rodnet i kandidatuddannelsen Materiel Kulturdidaktik, hvor klassisk dannelsesteori og tværdisciplinære kulturteorier forbindes i nyere materialistisk tænkning, vil vi i artiklen præsentere en tredimensionel artografimodel. Når vi tager modellen med os på besøg ved hinandens borde, bliver den anledning til fortællinger og fælles feltarbejde om, hvordan bordpraksisser gøres. Omkring bordene skabes slægtskab i samtaler og stadige eksperimenter med kunst, mad og måltider. Omkring bordene bliver vi til som artografer og forstår i den fælles undersøgelse med modellen, hvordan art (A), research (R) og teaching (T) har været med os som adskilte eller sammenvævede spor gennem vores dannelsesprocesser i tid og rum. Vores bidrag til A/R/Tografiens landskab er med modellens enkle struktur og tilføjelsen af positionen S for student at pointere dannelsen for alle deltagere, forankret i sociomaterielle felter. Gennem bevægelser mellem vores tre spiseborde og Bakkehusets nye samtalehjørne vil vi fremskrive et materielt dannelsesbegreb som kan føre frem til at kunne omskrive A/R/Tografi fra en metode til en samlet artografisk praksis.
Foto: Mette BerndsenWith shared roots in the master\u27s program Educational Theory & Curriculum Studies at DPU, Aarhus Universitet, where classical educational theory and interdisciplinary cultural theories are connected in recent material thinking, this article presents a three-dimensional artography model. Bringing the model to each other\u27s tables, it becomes an occasion for stories and joint fieldwork on how table practices are enacted. Around the tables, kinship is created in conversations and ongoing experiments with art, food, and meals. Around the tables, we become artographers and understand in the shared inquiry with the model how art (A), research (R), and teaching (T) have accompanied us as separate or intertwined threads through our educational processes in time and space. Our contribution to the landscape of A/R/Tography is to emphasize the processes of formation for all participants with the model\u27s simple structure and the addition of the position S for student, grounded in socio-material fields. Through movements between our three dining tables and Bakkehuset´s new conversation corner, we will articulate a material concept of education that can lead to rewriting A/R/Tography from an applicable method to an integrated and lived artographic practice.
Photo: Mette BerndsenMed et fælles rodnet i kandidatuddannelsen Materiel Kulturdidaktik, hvor klassisk dannelsesteori og tværdisciplinære kulturteorier forbindes i nyere materialistisk tænkning, vil vi i artiklen præsentere en tredimensionel artografimodel. Når vi tager modellen med os på besøg ved hinandens borde, bliver den anledning til fortællinger og fælles feltarbejde om, hvordan bordpraksisser gøres. Omkring bordene skabes slægtskab i samtaler og stadige eksperimenter med kunst, mad og måltider. Omkring bordene bliver vi til som artografer og forstår i den fælles undersøgelse med modellen, hvordan art (A), research (R) og teaching (T) har været med os som adskilte eller sammenvævede spor gennem vores dannelsesprocesser i tid og rum. Vores bidrag til A/R/Tografiens landskab er med modellens enkle struktur og tilføjelsen af positionen S for student at pointere dannelsen for alle deltagere, forankret i sociomaterielle felter. Gennem bevægelser mellem vores tre spiseborde og Bakkehusets nye samtalehjørne vil vi fremskrive et materielt dannelsesbegreb som kan føre frem til at kunne omskrive A/R/Tografi fra en metode til en samlet artografisk praksis.
Foto: Mette Berndse
Education for International Understanding: Design Literacy in the Context of the Belt and Road Initiative
Get PDFIn this paper the integration of international understanding into design education will be discussed. Through an exposition of UNESCO\u27s concept of Education for international understanding. I will discuss the fundamental goal of promoting world peace and the artistic vision of “understanding”. It will discuss what positive educational explorations and practices design education can undertake to expand the humanistic connotations of international understanding, promote intercultural understanding, and peaceful and friendly development, and what basic qualities it should cultivate.Education for international understanding is an educational concept put forward by the United Nations Educational, Scientific and Cultural Organization (UNESCO) with the goal of promoting cultural understanding and world peace, which is still of great practical significance in the current world of changing and complex conflicts and crises. Following a close look at the humanistic perspective of promoting exchanges, cooperation, prosperity and world peace in the Asia-Europe-Africa region and the rest of the world, China’s government developed the Belt and Road Initiative (BRI) to put into practice the concept of education for international understanding. This article presents the argument that as art and design education serves social development and promotes humanistic exchanges, the concept and values of education for international understanding should be integrated into university art and design education. This important literacy not only explores the design value of promoting cultural understanding in the face of the current complex global crisis and a challenging environment but also adds a new dimension to promoting exchanges and cooperation in the humanities along the BRI