1,720,962 research outputs found
Premessa metodologica
No full textIl volume Riflessi. Progetti tra persone e contesti va ad aggiungersi allo scaffale delle pubblicazioni curate dal Laboratorio MD Material Design dell’Università di Ferrara, arricchendo la serie di un nuovo contributo
Feed: design for Eating Disorders prevention in pre-adolescent age
No full textIn the contemporary era, in which the hedonistic diet has been brutally replaced by the practice of nutritionism (Pollan, 2007), eating disorders are a serious threat to the new generation. However, still only 4 out of 100 primary prevention programs is effectively
improving the position of young people in relation to the risk factors (Della Grave, 2013).
Taking in consideration the picture of the incidence of eating disorders among the adolescents, this work has the purpose of investigating, by adopting an interdisciplinary approach, the existing systems of prevention and early diagnosis of ED and obesity, in order to analyze their effectiveness and development possibilities. The use of design methodologies allows therefore to systematize the data collected and to put forward a future proposal for school prevention services, in which the well-being of the teenager and his healthy awareness of food and body appearance can be seen as the result of the cooperation of different professional figures.
The research ranges from pedagogy to clinical psychology, from the sciences of nutrition to the sociology of food, with a strategic focus on the phenomenon of gamification, which acts as a glue between the message transmitted by each individual discipline and the Generation Z’s user
Design for Outdoor Education: Redefining Schooling Through Design Oriented Experimentations in Outdoor Contexts
No full textIn the redefinition of the world's equilibrium in the post-pandemic context, it has become increasingly necessary to invest
in the search for alternative or improved design systems of the educational experience with respect to remote learning. In
the near future, therefore, innovative pedagogical practices oriented towards sustainability and safety, such as Outdoor
Education - aimed at making outdoor space an educational environment - could meet the new needs for revision and
redesign of educational experiences. Starting from this premise, the contribution intends to report the results of a research
project financed by the funds for the Research of the Sapienza University of Rome, and carried out in collaboration with
the ""Bosco Caffarella"" outdoor kindergarten in Rome, Italy, which is currently being tested. By setting up a network of
interdisciplinary cultural exchange between Design, Sociology and Pedagogy, the research project set out to undertake
an action-research path for the design of design-oriented educational actions and tools aimed at children in the 3-6 year
age range. The objective of this experimentation is to propose a reinterpretation of the use of educational services and
to demonstrate how the hybridisation of pedagogy, storytelling and design thinking, assisted by the educating role of the
natural environment itself, would make it possible to facilitate the transmission of cultural values, catalyse knowledge,
foster creativity or convey messages and emotional responses. Design for Outdoor Education, precisely, for a conscious,
sustainable and futuristic design of the education of tomorrow's children
Changing Prospects in Design Education. Rupture and Ties with the Legacy of the Ulm Model
No full textFocusing on Maldonado’s role as an educator, what surprises is the depth of thought that characterises his writings as well as his theoretical competence. Trained as an artist, Maldonado was exceptionally cultivated, endowed with great critical attitude, and passionate for design, not merely as a practice, but as a form of education. To this type of education, since the 1950s, he dedicated a large part of his career and academic endeavours, working on the development of a philosophy of design. The weight that Maldonado’s work carries within the history of design education is exemplified by the prestige of what is known as Ulm Model, a benchmark for most schools of design still today.
Understanding the legacy of the Ulm School of Design (Ulm HfG) – whose training approach owes much to Maldonado – in the contemporary landscape of design education became the starting point of our investigation. A critical reading of some of Maldonado’s writings on the theory of education helped us trace the connections between the traditional models and the current reform of education in the field of design. In this respect, the end point was the conflicted relationship that the current reform movement shows to have with the old paradigm of design education. While breaking with the past, most of the schools that are leading the change prove to be rooted in the pedagogical tradition of the Ulm HfG. Shedding light on this ambivalence is the aim of our research.
In addition to examining the nature of the ambivalent relationship that some world leading schools of design have with the traditional models of education, this essay gives an overview of how design education as a whole is evolving and what possible course(s) it may take in the near future
Nature-centered design. Strategie design-driven per l’analisi e la valorizzazione del capitale naturale
No full textNegli ultimi dieci anni il sistema
internazionale degli enti parco e la rete dei
numerosi attori coinvolti nella gestione del
capitale naturale globale sta comprendendo
la rilevanza del design nel progetto strategico
di tutela e valorizzazione del principale
patrimonio dell’umanità. Questa “attenzione”
vede l’applicazione delle pratiche e dei
metodi propri del design in molte delle sue
declinazioni: dalla comunicazione visiva alla
multimedialità, alla componente di spatial e
exhibit design associata all’organizzazione
di spazi sia esterni sia interni, alle strategie
di product e del service design. La ricerca
finanziata (la proposta interdisciplinare
“Design-Driven Strategies for Natural
Capital” è risultata vincitrice del bando
competitivo per progetti di ricerca di Ateneo
nel 2019) mira ora ad ampliare il lavoro di
analisi finora condotto, valutando l’apporto
che la cultura immateriale e le applicazioni del
design della multimedialità può fornire alle
strategie di “connessione” a un patrimonio di
fondamentale valore
Changing prospects in design education: rupture and ties with the legacy of the Ulm model
No full text
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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