The Experts below are selected from a list of 30423 Experts worldwide ranked by ideXlab platform
Jenkins Greg - One of the best experts on this subject based on the ideXlab platform.
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Transdisciplinary Experimental Creative Practice: inside the Ars Electronica Futurelab Academy @ the Queensland University of Technology
2018Co-Authors: Hutchison Steph, Jenkins GregAbstract:The Ars Electronica Futurelab Academy at QUT operates as a participant-led transdisciplinary project for collaborators from undergraduate students to industry professionals. Participants are drawn from across creative Practice and design to engage in rich Practices of knowledge exchange through the ideation, experimentation, prototyping and production of media art works. As a transdisciplinary collaborative laboratory, the Academy hosts a weekly workshop where participants engage in a shared Practice of post-digital calibration that attunes their attention and opens them to experiences and ideas via Embodied Practice. This provides participants with a means to present and communicate their emergent project concepts via diverse modalities, increasing the effectiveness of the exchange of ideas and skills. Between workshops, the momentum of the Academy is sustained through the application of digital communication platforms. These digital communication tools augment the lab culture of the Academy by enabling participants to share and exchange ideas and references between workshops. The use of web-based publishing platforms and teleconferencing further enable the collaboration between QUT (Brisbane, Australia) and the Futurelab (Linz, Austria)
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Transdisciplinary Experimental Creative Practice: inside the Ars Electronica Futurelab Academy at the Queensland University of Technology
2018Co-Authors: Hutchison Steph, Jenkins GregAbstract:The Ars Electronica Futurelab Academy at QUT operates as a participant-led transdisciplinary project for collaborators from undergraduate students to industry professionals. Participants are drawn from across creative Practice and design to engage in rich Practices of knowledge exchange through the ideation, experimentation, prototyping and production of media art works. As a transdisciplinary collaborative laboratory, the Academy hosts a weekly workshop where participants engage in a shared Practice of post-digital calibration that attunes their attention and opens them to experiences and ideas via Embodied Practice. This provides participants with a means to present and communicate their emergent project concepts via diverse modalities, increasing the effectiveness of the exchange of ideas and skills. Between workshops, the momentum of the Academy is sustained through the application of digital communication platforms. These digital communication tools augment the lab culture of the Academy by enabling participants to share and exchange ideas and references between workshops. The use of web-based publishing platforms and teleconferencing further enable the collaboration between QUT (Brisbane, Australia) and the Futurelab (Linz, Austria)
Susan P Kemp - One of the best experts on this subject based on the ideXlab platform.
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Embodied Practice claiming the body s experience agency and knowledge for social work
Social Work, 2002Co-Authors: Kathleen M Tangenberg, Susan P KempAbstract:********** Although social work Practice typically is concerned with physical conditions and experiences such as poverty, addiction, and violence, relatively little attention has been given to the body in professional literature. Emphasizing both physical and sociocultural dimensions of the body, this article argues for an invigorated, more complex understanding of the body in social work theory, Practice, and research. Drawing from scholarship in the humanities, social sciences, and social work, a framework involving three dimensions of the body is proposed for integration with accepted ecological Practice models. The nature and implications of three primary dimensions of the body for multiple domains of social work Practice are explored, citing examples from narratives of mothers living with HIV disease: (1) the experiencing body, focused on the physicality of daily life; (2) the body of power, focused on the physicality of oppression and marginality, typically based on race or ethnicity, socioeconomic status, gender, sexual orientation, age, disability, physical appearance, and illness; and (3) the client body, reflecting the bodily experiences of those identified as clients who participate in relationships with social workers. Key words: body; embodiment; knowledge; theory; postmodernism The "care and control" of client bodies, particularly disenfranchised bodies, lies at the heart of social work's disciplinary activities. In everyday Practice, social workers routinely are involved with clients whose lives are profoundly influenced by traumatic, painful, or degrading bodily experiences, such as poverty, violence, addiction, chronic illness, or child maltreatment. Given this sustained, intimate connection with the body and its many and varied conditions, it is surprising that in its theoretical and Practice frameworks social work pays relatively little attention to the body. This lack of conceptual development is mirrored in social work Practice, where although client bodies are an integral part of daily Practice, social work efforts are directed mostly to their surface attributes or to managing the consequences of bodily conditions, such as addiction or violence. A reading of current Practice texts, for example, suggests that although the body is recognizably an important element in social wo rk Practice--in clinical Practice, for example, attention to body language and to the "visceral knowledge" of the body are considered to be essential--little attention is given to issues of the body that transcend actual physical states, including social constructions of the body, mind and body relationships, and the role of power in determining how bodily knowledge and experience are defined, interpreted, and managed. Largely missing from contemporary social work discourse, in other words, is the now widely accepted understanding that the body is both physical and socio-cultural: that it not only encompasses specific, personal, corporeal experiences but also experiences that are socially and culturally constructed and reflective of larger social arrangements. In this article we propose an invigorated, more complex understanding of the body and its knowledge in social work theory, Practice, and research. Our arguments for "bringing the body back in" reflect and resonate with core concerns in the contemporary social work profession, which increasingly recognizes the value and salience of diverse and plural perspectives as well as the need for critical examination of prevailing social work orthodoxy (Robbins, 1999; Weick, 1999; Witkin, 1999). We are motivated also by a rich body of recent work in the humanities and the social sciences, which from a variety of different perspectives seeks to recenter the body as a focus of theoretical and practical concern (Ceronetti & Moore, 1998; Clark, 1999; Stensland & Malterud, 1999; Williams & Bendelow, 1998). In using this work, we are, however, mindful that social work has its own commitments and preoccupations, and that these require us to thread a path through these contributions that has integrity and meaning for this prof ession and its purposes. …
Mary Lou Morales - One of the best experts on this subject based on the ideXlab platform.
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becoming a nurse faculty leader Practices of leading illuminated through advancing reform in nursing education
Nursing Forum, 2011Co-Authors: Kim A Stiles, Karen T Pardue, Patricia K Young, Mary Lou MoralesAbstract:PURPOSE. The purpose of this study was to explore the lived experience of becoming a nurse faculty leader. BACKGROUND. In a recent study of 24 nurse faculty leaders across the United States about their experience of becoming a leader, many of the participants hesitated to call themselves leaders. METHODS. This interpretive phenomenological study explored the meaning and significance of nurse faculty leadership. Exemplars of participant leadership development experiences are provided to assist readers in determining how the findings relate to their own Practice. FINDINGS. The data revealed that leadership emerges as an Embodied Practice when nurse educators become involved in advancing reform. Practical leadership strategies for advancing reform in nursing education are presented. CONCLUSION. Leadership is learned through three everyday Practices of advancing reform in nursing education: being involved with others; struggling to serve as a symbol and preserve authenticity; and creating an environment for change. This study offers new insight on leadership development, with practical implications for how leadership is taught in nursing curriculum and how nurses can more effectively own leadership roles.
Per Sokjer - One of the best experts on this subject based on the ideXlab platform.
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where all the interaction is sketching in interaction design as an Embodied Practice
Designing Interactive Systems, 2008Co-Authors: Jakob Tholander, Klas Karlgren, Robert Ramberg, Per SokjerAbstract:Sketching and design sketches are often recognized as key elements of successful interaction design Practice and a central skill in interaction design expertise. Interaction design is a relatively young field without well-developed conventions, tools, and formalisms. We analyze the practical work and the conduct of interaction designers in how they express interaction and dynamics through whiteboard drawings. We focus on how talk and action were used to shape the meaning of the drawings. The ways the designers imagined that users would interact with the system and how it would mediate communication between users became topical through a web of drawings, talk, and Embodied action. Our analysis forefronts three aspects of interaction design: 1) the role of the design material 2) the role of Embodied action in interaction design, and 3) talk and Embodied action as central means of doing design. We argue that the qualities of a design material need to be understood in relation to the activity in which it is taken into use and through the kinds of actions that the participants engage in. This implies that design representations do not carry meaning in themselves but are made meaningful through design activity.
Hutchison Steph - One of the best experts on this subject based on the ideXlab platform.
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Transdisciplinary Experimental Creative Practice: inside the Ars Electronica Futurelab Academy @ the Queensland University of Technology
2018Co-Authors: Hutchison Steph, Jenkins GregAbstract:The Ars Electronica Futurelab Academy at QUT operates as a participant-led transdisciplinary project for collaborators from undergraduate students to industry professionals. Participants are drawn from across creative Practice and design to engage in rich Practices of knowledge exchange through the ideation, experimentation, prototyping and production of media art works. As a transdisciplinary collaborative laboratory, the Academy hosts a weekly workshop where participants engage in a shared Practice of post-digital calibration that attunes their attention and opens them to experiences and ideas via Embodied Practice. This provides participants with a means to present and communicate their emergent project concepts via diverse modalities, increasing the effectiveness of the exchange of ideas and skills. Between workshops, the momentum of the Academy is sustained through the application of digital communication platforms. These digital communication tools augment the lab culture of the Academy by enabling participants to share and exchange ideas and references between workshops. The use of web-based publishing platforms and teleconferencing further enable the collaboration between QUT (Brisbane, Australia) and the Futurelab (Linz, Austria)
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Transdisciplinary Experimental Creative Practice: inside the Ars Electronica Futurelab Academy at the Queensland University of Technology
2018Co-Authors: Hutchison Steph, Jenkins GregAbstract:The Ars Electronica Futurelab Academy at QUT operates as a participant-led transdisciplinary project for collaborators from undergraduate students to industry professionals. Participants are drawn from across creative Practice and design to engage in rich Practices of knowledge exchange through the ideation, experimentation, prototyping and production of media art works. As a transdisciplinary collaborative laboratory, the Academy hosts a weekly workshop where participants engage in a shared Practice of post-digital calibration that attunes their attention and opens them to experiences and ideas via Embodied Practice. This provides participants with a means to present and communicate their emergent project concepts via diverse modalities, increasing the effectiveness of the exchange of ideas and skills. Between workshops, the momentum of the Academy is sustained through the application of digital communication platforms. These digital communication tools augment the lab culture of the Academy by enabling participants to share and exchange ideas and references between workshops. The use of web-based publishing platforms and teleconferencing further enable the collaboration between QUT (Brisbane, Australia) and the Futurelab (Linz, Austria)