This document describes a research study conducted by William Hsu where participants blindly touched different samples of stationery to explore their tactile properties. The study aimed to test whether a person's sense of touch can discern the quality of stationery and convey subtext, or if visual appearance is most important. Two participants, a 22-year-old male transfer student and a 22-year-old female transfer student, blindly felt samples and described tactile impressions. Both were able to interpret quality and value from texture, showing touch conveys subtext. The study also examined how touch can inform expectations and cultural associations for items like a Chinese red envelope.
Most of the research which investigates writing in university contexts focusses on student writing, and the social practices of writing as part of student learning. In this seminar we present selected findings from our research project (see http://wp.lancs.ac.uk/acadswriting/), which examines the writing of academics in three English universities. We have spent the last 18 months working closely with academics across different departments, universities, and disciplines, and used repeated interviews and observations of writing processes to explore their cultures of professional writing. Specifically for this seminar, we focus on elements of our data where our academic participants recall how they became acquainted with the demands and conventions of their professional writing; in short, how they learned to write as academics.
We outline the management of ongoing and ‘on the job’ learning to write, new challenges of collaboration and digitisation, developing strategies to cope with changes, and mastering an increasing diversity of genres and text-types.
We hope that this seminar will stimulate an important discussion about the choices academics make about their writing, and the most appropriate ways of approaching professional development for academics, both at the early career stage and throughout their professional lives.
The dynamics of knowledge creation: academics' changing writing practices – i...Queen's University Belfast
A seminar for The Centre for Global Higher Education (CGHE).
This seminar is based on an ESRC-funded project entitled ‘Dynamics of knowledge creation: academics’ writing practices in the contemporary university workplace’. The speakers are mapping how knowledge is produced and distributed through writing practices across disciplines and types of universities in England, and how these are shaped by recent changes. These include the new relationships with students and pressure to marketise teaching, associated with the introduction of higher fees; managerialist approaches to research writing associated with research evaluation; and the shift to diverse forms of digital communication and self-presentation.
The speakers explore the diversity of academics’ workplace writing practices associated with teaching, service, and administration, as well as research. Their mixed methods project first examined the professional lives of academics using various types of focused interviews. This has been complemented with close up in situ recordings of writing processes. They are now engaging with managerial and administrative staff, to locate individual experiences in the broader university context.
In completing their ‘telling case’ of English universities, the speakers are in contact with academics internationally and are beginning to explore international differences, including: different managerial contexts and cultures of writing; North-South disparities, including access to technologies; language issues, especially around English as a global language for academia; and global networks and academic mobility.
See http://www.researchcghe.org/events/2016-10-13-the-dynamics-of-knowledge-creation-academics-changing-writing-practices-international-implications/ for further information.
Argumentative Essay On Creativity
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Reflection Of Creative Writing
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Most of the research which investigates writing in university contexts focusses on student writing, and the social practices of writing as part of student learning. In this seminar we present selected findings from our research project (see http://wp.lancs.ac.uk/acadswriting/), which examines the writing of academics in three English universities. We have spent the last 18 months working closely with academics across different departments, universities, and disciplines, and used repeated interviews and observations of writing processes to explore their cultures of professional writing. Specifically for this seminar, we focus on elements of our data where our academic participants recall how they became acquainted with the demands and conventions of their professional writing; in short, how they learned to write as academics.
We outline the management of ongoing and ‘on the job’ learning to write, new challenges of collaboration and digitisation, developing strategies to cope with changes, and mastering an increasing diversity of genres and text-types.
We hope that this seminar will stimulate an important discussion about the choices academics make about their writing, and the most appropriate ways of approaching professional development for academics, both at the early career stage and throughout their professional lives.
The dynamics of knowledge creation: academics' changing writing practices – i...Queen's University Belfast
A seminar for The Centre for Global Higher Education (CGHE).
This seminar is based on an ESRC-funded project entitled ‘Dynamics of knowledge creation: academics’ writing practices in the contemporary university workplace’. The speakers are mapping how knowledge is produced and distributed through writing practices across disciplines and types of universities in England, and how these are shaped by recent changes. These include the new relationships with students and pressure to marketise teaching, associated with the introduction of higher fees; managerialist approaches to research writing associated with research evaluation; and the shift to diverse forms of digital communication and self-presentation.
The speakers explore the diversity of academics’ workplace writing practices associated with teaching, service, and administration, as well as research. Their mixed methods project first examined the professional lives of academics using various types of focused interviews. This has been complemented with close up in situ recordings of writing processes. They are now engaging with managerial and administrative staff, to locate individual experiences in the broader university context.
In completing their ‘telling case’ of English universities, the speakers are in contact with academics internationally and are beginning to explore international differences, including: different managerial contexts and cultures of writing; North-South disparities, including access to technologies; language issues, especially around English as a global language for academia; and global networks and academic mobility.
See http://www.researchcghe.org/events/2016-10-13-the-dynamics-of-knowledge-creation-academics-changing-writing-practices-international-implications/ for further information.
Argumentative Essay On Creativity
Design Thinking Essay examples
A Creative Classroom Essay
Reflection Of Creative Writing
Creative Innovation : Creativity And Innovation
Creative Person
My Passion For Creative Writing
What Creativity Means to Me: An Opinion Essay
Reflection Of Creative Writing
Creative Writing: The Storm
Storm Creative Writing
Personal Reflection On Creativity
Reflection Essay On Creativity
Creative Writing : The Great Gatsby
Creative Writing: Trapped! Essay
Reflective Essay On Creative Writing
In this assignment, you will apply your knowledge of cultural influe.docxrochellscroop
In this assignment, you will apply your knowledge of cultural influences on development to create psychosocial workshops for a specific population.
Tasks:
Scenario
:
As a human services administrator at a local agency, one of your duties is to write descriptions of the agency's community workshops to publish in the community's resource guide delivered free of charge to all residents. These are the titles of the workshops:
Single Moms
: A workshop for working mothers to help them balance work and home
Community Living
: A workshop for those transitioning from incarceration to society
Caregiver Parents
: A workshop for those taking care of aging parents, while also raising a young family
Parenting Teens
: A workshop to enable parents to help their teenage children transition to young adulthood
Your community largely comprises blue-collar workers, many of whom are working on either visas or green cards; thus, there are pockets of immigrant communities. Some of the workers are those who were reintegrated into society after prolonged incarceration (more than three years). The median age of the area is thirty-five years, and multigenerational households are commonplace. The public school system is underresourced, and truancy is a big problem. Many students do not complete high school, and standardized test scores are well below what is federally mandated for funding.
Directions
:
For each of the four workshops, write a 100- to 200-word description on the basis of the following:
Utilize what you have learned throughout the course to describe specific services that each workshop will include.
Tailor each description to the community and the target audience for the workshop.
Apply cultural and multicultural sensitivity within and across all descriptions. Remember, a single mother may also read the description for community living. Craft your descriptions to be readable and sensitive to all.
Account for individual differences and environmental contexts that will influence developmental changes.
Account for the role of culture in shaping attitudes, values, and behaviors.
For each description, write a two-page rationale. Use at least three references from scholarly sources to demonstrate how you determined which services to offer for each workshop.
Submission Details:
By
Wednesday, February 3, 2016
, prepare a 6- to 8-page analysis paper. Your response should rely upon at least three sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation
.
Over the last few days, Longbow and Swan conducted a series of interviews with teachers from the U.S. as well as Scandinavia and the U.K..
Working at all levels of education, we sincerely thank these teachers who volunteered their time and insights to the ongoing development of our work.
We hope that their experiences will offer valuable insights to the other teams who are currently putting together their proposals.
We're therefore very pleased to share our findings.
Assignment 2 (RA 2) Cultural Influences in DevelopmentIn this as.docxmaribethy2y
Assignment 2: (RA 2): Cultural Influences in Development
In this assignment, you will apply your knowledge of cultural influences on development to create psychosocial workshops for a specific population.
Tasks:
Scenario
:
As a human services administrator at a local agency, one of your duties is to write descriptions of the agency's community workshops to publish in the community's resource guide delivered free of charge to all residents. These are the titles of the workshops:
Single Moms
: A workshop for working mothers to help them balance work and home
Community Living
: A workshop for those transitioning from incarceration to society
Caregiver Parents
: A workshop for those taking care of aging parents, while also raising a young family
Parenting Teens
: A workshop to enable parents to help their teenage children transition to young adulthood
Your community largely comprises blue-collar workers, many of whom are working on either visas or green cards; thus, there are pockets of immigrant communities. Some of the workers are those who were reintegrated into society after prolonged incarceration (more than three years). The median age of the area is thirty-five years, and multigenerational households are commonplace. The public school system is underresourced, and truancy is a big problem. Many students do not complete high school, and standardized test scores are well below what is federally mandated for funding.
Directions
:
For each of the four workshops, write a 100- to 200-word description on the basis of the following:
Utilize what you have learned throughout the course to describe specific services that each workshop will include.
Tailor each description to the community and the target audience for the workshop.
Apply cultural and multicultural sensitivity within and across all descriptions. Remember, a single mother may also read the description for community living. Craft your descriptions to be readable and sensitive to all.
Account for individual differences and environmental contexts that will influence developmental changes.
Account for the role of culture in shaping attitudes, values, and behaviors.
For each description, write a two-page rationale. Use at least three references from scholarly sources to demonstrate how you determined which services to offer for each workshop.
Submission Details:
By
Wednesday, April 13, 2016
, prepare a 6- to 8-page analysis paper. Your response should rely upon at least three sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.
Save your paper in a Microsoft Word document with the name M4.
This presentation was a general session at the 2012 UCDA Design Summit. Summary: The communication paradigm continues to shift. Essentially we're all trying to figure out a way to get a bunch of great people with different skills on the same team doing exceptional work telling the story of our college or university. So how do you take separate organizations and merge them into one high-performance engine of creativity? What steps do you take to blend web and publications into a creative services team? We'll talk about an approach where you forget the past, ignore the present, and imagine the future. And, we'll walk through a case study of a prospective student mailing project that demonstrates how a medium-agnostic team can come together to accomplish incredible creative.
Design Thinking Action Lab
Lecturer: Leticia Britos Cavagnaro: Ph.D., Deputy Director of the National Center for Engineering Pathways to Innovation (Epicenter), Stanford University
In this assignment, you will apply your knowledge of cultural influe.docxrochellscroop
In this assignment, you will apply your knowledge of cultural influences on development to create psychosocial workshops for a specific population.
Tasks:
Scenario
:
As a human services administrator at a local agency, one of your duties is to write descriptions of the agency's community workshops to publish in the community's resource guide delivered free of charge to all residents. These are the titles of the workshops:
Single Moms
: A workshop for working mothers to help them balance work and home
Community Living
: A workshop for those transitioning from incarceration to society
Caregiver Parents
: A workshop for those taking care of aging parents, while also raising a young family
Parenting Teens
: A workshop to enable parents to help their teenage children transition to young adulthood
Your community largely comprises blue-collar workers, many of whom are working on either visas or green cards; thus, there are pockets of immigrant communities. Some of the workers are those who were reintegrated into society after prolonged incarceration (more than three years). The median age of the area is thirty-five years, and multigenerational households are commonplace. The public school system is underresourced, and truancy is a big problem. Many students do not complete high school, and standardized test scores are well below what is federally mandated for funding.
Directions
:
For each of the four workshops, write a 100- to 200-word description on the basis of the following:
Utilize what you have learned throughout the course to describe specific services that each workshop will include.
Tailor each description to the community and the target audience for the workshop.
Apply cultural and multicultural sensitivity within and across all descriptions. Remember, a single mother may also read the description for community living. Craft your descriptions to be readable and sensitive to all.
Account for individual differences and environmental contexts that will influence developmental changes.
Account for the role of culture in shaping attitudes, values, and behaviors.
For each description, write a two-page rationale. Use at least three references from scholarly sources to demonstrate how you determined which services to offer for each workshop.
Submission Details:
By
Wednesday, February 3, 2016
, prepare a 6- to 8-page analysis paper. Your response should rely upon at least three sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation
.
Over the last few days, Longbow and Swan conducted a series of interviews with teachers from the U.S. as well as Scandinavia and the U.K..
Working at all levels of education, we sincerely thank these teachers who volunteered their time and insights to the ongoing development of our work.
We hope that their experiences will offer valuable insights to the other teams who are currently putting together their proposals.
We're therefore very pleased to share our findings.
Assignment 2 (RA 2) Cultural Influences in DevelopmentIn this as.docxmaribethy2y
Assignment 2: (RA 2): Cultural Influences in Development
In this assignment, you will apply your knowledge of cultural influences on development to create psychosocial workshops for a specific population.
Tasks:
Scenario
:
As a human services administrator at a local agency, one of your duties is to write descriptions of the agency's community workshops to publish in the community's resource guide delivered free of charge to all residents. These are the titles of the workshops:
Single Moms
: A workshop for working mothers to help them balance work and home
Community Living
: A workshop for those transitioning from incarceration to society
Caregiver Parents
: A workshop for those taking care of aging parents, while also raising a young family
Parenting Teens
: A workshop to enable parents to help their teenage children transition to young adulthood
Your community largely comprises blue-collar workers, many of whom are working on either visas or green cards; thus, there are pockets of immigrant communities. Some of the workers are those who were reintegrated into society after prolonged incarceration (more than three years). The median age of the area is thirty-five years, and multigenerational households are commonplace. The public school system is underresourced, and truancy is a big problem. Many students do not complete high school, and standardized test scores are well below what is federally mandated for funding.
Directions
:
For each of the four workshops, write a 100- to 200-word description on the basis of the following:
Utilize what you have learned throughout the course to describe specific services that each workshop will include.
Tailor each description to the community and the target audience for the workshop.
Apply cultural and multicultural sensitivity within and across all descriptions. Remember, a single mother may also read the description for community living. Craft your descriptions to be readable and sensitive to all.
Account for individual differences and environmental contexts that will influence developmental changes.
Account for the role of culture in shaping attitudes, values, and behaviors.
For each description, write a two-page rationale. Use at least three references from scholarly sources to demonstrate how you determined which services to offer for each workshop.
Submission Details:
By
Wednesday, April 13, 2016
, prepare a 6- to 8-page analysis paper. Your response should rely upon at least three sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.
Save your paper in a Microsoft Word document with the name M4.
This presentation was a general session at the 2012 UCDA Design Summit. Summary: The communication paradigm continues to shift. Essentially we're all trying to figure out a way to get a bunch of great people with different skills on the same team doing exceptional work telling the story of our college or university. So how do you take separate organizations and merge them into one high-performance engine of creativity? What steps do you take to blend web and publications into a creative services team? We'll talk about an approach where you forget the past, ignore the present, and imagine the future. And, we'll walk through a case study of a prospective student mailing project that demonstrates how a medium-agnostic team can come together to accomplish incredible creative.
Design Thinking Action Lab
Lecturer: Leticia Britos Cavagnaro: Ph.D., Deputy Director of the National Center for Engineering Pathways to Innovation (Epicenter), Stanford University
3. ● Resume paper Let It Flow
● Brown butcher paper
● White butcher paper thin, and thick
○ ICRA card + envelope
○ handpainted stationery
● B. Handwritten
○ Thank you cream
○ PACURH embossed
○ TTaylor
○ CNer
Set 3: Chinese Red Envelopes (2)
● Embossed
● Foil stamped
Set 4: Written Notes (2)
● Kudos
● High Five
Set 5: Miscellaneous Identifiers (4)
● ICRA business card
● Signed UCSD business card
● Penguin name card
● Blue Crayon name card
General Questions:
● What do you notice about this item?
○ (Tactile vs. haptic properties)
○ (Texture of the medium (paper/envelope))
● Can you feel any of the designs on the medium? How much do you notice?
● What do the details you notice tell you about the item? (subtext high vs. low quality,
socioeconomic class, handwritten, cold vs. warm, level of care/emotional capital, etc.)
○ Why/How do those details tell you what they tell you? (i.e. your personal history, what
you’ve been socialized to believe, etc.)
○ Even though the item you’re touching wasn’t addressed to or intended for you, what kind
of message or news do you think the item bares, if any?
For reference, here is the transcript of Participant RM and Participant CW’s respective
interviews. An unplanned coincidence was that both RM and CW are 22 yearold secondyear
transfer students at the University of California, San Diego; however, I actively sought two
participants that identified as different sexes from each other. In addition, I think that, based on
their responses, both RM and CW have very different degrees of tactile sensitivity and attention
to detail. Further, I purposely chose a range of items with varying tactile and haptic properties
and complexities in order to both set a control for determining how much detail each participant