1,721,347 research outputs found
12. Morrison (Andrew Donald), Performances and Audiences in Pindar’s Sicilian Victory Odes
No full textHummel Pascale. 12. Morrison (Andrew Donald), Performances and Audiences in Pindar’s Sicilian Victory Odes. In: Revue des Études Grecques, tome 123, fascicule 1, Janvier-juin 2010. pp. 460-461
Addressing gender-based violence in the Latin American and Caribbean Region : A critical review of interventions
Full text linkThe authors present an overview of gender-based violence (GBV) in Latin America, with special emphasis on good practice interventions to prevent GBV or offer services to its survivors or perpetrators. Intimate partner violence and sexual coercion are the most common forms of GBV, and these are the types of GBV that they analyze. GBV has serious consequences for women's health and well-being, ranging from fatal outcomes, such as homicide, suicide, and AIDS-related deaths, to nonfatal outcomes, such as physical injuries, chronic pain syndrome, gastrointestinal disorders, complications during pregnancy, miscarriage, and low birth-weight of children. GBV also poses significant costs for the economies of developing countries, including lower worker productivity and incomes, and lower rates of accumulation of human and social capital. The authors examine good practice approaches in justice, health, education, and multisectoral approaches. In each sector, they identify good practices for: (1) law and policies; (2) institutional reforms; (3) community-level interventions; and (4) individual behavior change strategies.Health Monitoring&Evaluation,Gender and Development,Gender and Social Development,Public Health Promotion,Children and Youth,Adolescent Health,Health Monitoring&Evaluation,Youth and Governance,Gender and Social Development,Children and Youth
Agency, Enactment and Design Futures Literacies
Full text linkIn this essay, we reach for and work with many aspects of agency in critical creative making and reflection, human and non-human actors entwined in processes of designs and design knowing coming into being. In learning to learn and to unlearn design in these ways, that is as students and educators, we also need to be open to the force of norms and the pull of trends. Then there is the glow of the speculative and the hard ground of making choices out of multiple possibilities and continuing to learn with the trajectories and consequences that follow and emerge. Design work and its presentation, critique, analysis and evaluation, as (Mazé & Wangel, 2016: 286) remind us, needs to work actively and responsibly as critical practitioners and communicative researchers
Agency, Enactment and Design Futures Literacies
Full text linkIn this essay, we reach for and work with many aspects of agency in critical creative making and reflection, human and non-human actors entwined in processes of designs and design knowing coming into being. In learning to learn and to unlearn design in these ways, that is as students and educators, we also need to be open to the force of norms and the pull of trends. Then there is the glow of the speculative and the hard ground of making choices out of multiple possibilities and continuing to learn with the trajectories and consequences that follow and emerge. Design work and its presentation, critique, analysis and evaluation, as (Mazé & Wangel, 2016: 286) remind us, needs to work actively and responsibly as critical practitioners and communicative researchers
Agency, Enactment and Design Futures Literacies
No full textIn this essay, we reach for and work with many aspects of agency in critical creative making and reflection, human and non-human actors entwined in processes of designs and design knowing coming into being. In learning to learn and to unlearn design in these ways, that is as students and educators, we also need to be open to the force of norms and the pull of trends. Then there is the glow of the speculative and the hard ground of making choices out of multiple possibilities and continuing to learn with the trajectories and consequences that follow and emerge. Design work and its presentation, critique, analysis and evaluation, as (Mazé & Wangel, 2016: 286) remind us, needs to work actively and responsibly as critical practitioners and communicative researchers
Anticipatory Design Literacies
No full textIn this thematic essay we we mark out some of the main concerns that a futures oriented design education might include within a framing we label ‘Anticipatory Design’ (Celi & Morrison, 2017). In essence, Anticipatory Design refers to design that seeks to develop design literacies, practices and analyses that ‘take care ahead of time’ (Morrison, 2019). Through FUEL4DESIGN we have taken up the term and made it more visible to highlight relationships, potentials and pedagogies that contribute to a dynamics of shaping futures and design (Candy & Potter, 2019). In adopting a view of design futures literacies in-the-making, our framing is not meant to be universal, absolute or determinist. Rather, it is dynamic, relational and emergent in character and it is situated in a diversity of contexts and acknowledging difference and plurality. In brief, our work adopts a mode of ‘using the future in education’ (Facer, 2016) and extends it to making design futures in learning through anticipatory designing
Anticipatory Design Literacies
Full text linkIn this thematic essay we we mark out some of the main concerns that a futures oriented design education might include within a framing we label ‘Anticipatory Design’ (Celi & Morrison, 2017). In essence, Anticipatory Design refers to design that seeks to develop design literacies, practices and analyses that ‘take care ahead of time’ (Morrison, 2019). Through FUEL4DESIGN we have taken up the term and made it more visible to highlight relationships, potentials and pedagogies that contribute to a dynamics of shaping futures and design (Candy & Potter, 2019). In adopting a view of design futures literacies in-the-making, our framing is not meant to be universal, absolute or determinist. Rather, it is dynamic, relational and emergent in character and it is situated in a diversity of contexts and acknowledging difference and plurality. In brief, our work adopts a mode of ‘using the future in education’ (Facer, 2016) and extends it to making design futures in learning through anticipatory designing
Anticipatory Design Literacies
Full text linkIn this thematic essay we we mark out some of the main concerns that a futures oriented design education might include within a framing we label ‘Anticipatory Design’ (Celi & Morrison, 2017). In essence, Anticipatory Design refers to design that seeks to develop design literacies, practices and analyses that ‘take care ahead of time’ (Morrison, 2019). Through FUEL4DESIGN we have taken up the term and made it more visible to highlight relationships, potentials and pedagogies that contribute to a dynamics of shaping futures and design (Candy & Potter, 2019). In adopting a view of design futures literacies in-the-making, our framing is not meant to be universal, absolute or determinist. Rather, it is dynamic, relational and emergent in character and it is situated in a diversity of contexts and acknowledging difference and plurality. In brief, our work adopts a mode of ‘using the future in education’ (Facer, 2016) and extends it to making design futures in learning through anticipatory designing
Tools, Means and Mediating Design Futures Education
No full textOur ongoing engagement with design tools and meaning making in design pedagogy asks that we are curious, creative and critical about how we work with materials, artifacts, processes, participation and contexts of use. These are contexts that are futural in nature yet oriented toward the present and they are implicated in the past. In working towards exploring and materialising design futures in the plural, it is in the emergent and ongoing situations of use that anticipatory design pedagogies are relationally and reflexively and developed and realised. Critical takes on our legacies as well as our creative design generative imaginaries, however, may converge in our immediate present. They are influenced too by how it is that we learn, live and work in the unfolding contemporary dynamics of the now
Otherwising Futures Design Learning
No full textThe FUEL4DESIGN project had a main goal of opening out issues and problematics,posing new thoughts and offering possible modes of making and reflecting to inform a future in design view for longer-term sustainability and a different, prospective design education. In this current chapter, we draw together a diversity of ideas and examples indicative of how we have worked but also how we have engaged in a range of discussions and dialogues through events and the shaping of new tools and related communicative activities. Master’s and doctoral design students have been the core audience but so too have design educator-researchers
- …
