Much has been researched on how to manage and participate in teams, as well as on teamwork in transdisciplinary and early intervention groups. However, no single source adequately details the skills needed to facilitate such a unique group as that of the asset-based transdisciplinary team. A limitation in the theoretical body of knowledge regarding this subject matter spurred the purpose of this study to explore the facilitation skills conducive to asset-based transdisciplinary teams. A conceptual framework was created from the researcher’s perspective of the theoretical knowledge researched and acquired. Applying an interpretative epistemology, the instrumental case study was chosen as research design to explore groups of transdisciplinary team members. Two focus group interviews were conducted, transcribed, qualitatively analysed with the supplements of field notes and coded with the help of two independent coders. Theoretical assumptions were tested, interrelations shown, categories and themes short-listed and criticisms from the participants considered. It was found that skills alone do not suffice to equip members in their facilitation of asset-based transdisciplinary teams. Attitudes of involvement, flexibility, support, transparency and trust; approaches that are asset-based, narrative, holistic and family-centred and possessing knowledge of diversity, ethics, teamwork and discipline expertise were considered paramount to the competence of a facilitator. It is recommended that in future research of facilitation, attention be given not only to the skills acquired, but also to the knowledge, attitudes and approaches needed. Combination of categories, integrating skills, attitudes, approaches and knowledge should also be investigated. It is recommended that the role of the caregiver be given greater status among health professions and that the findings of this study be applied in the pre- and in-service training of prospective health professionals and facilitators. Asset-based theory was informed by emphasising the importance of facilitation skills, and acquiring appropriate attitudes, approaches and knowledge in order to ensure successful implantation of those skills. The inclusion of role release underscored the need to facilitate networking and encourage shared leadership and the narrative approach also presented itself as a possible addition to asset-based theory. Finally, as a development of the collaborative project in Early Childhood Intervention, interpretations from focus group interviews as well as research in literature were used for the Masters degree in Early Childhood Intervention (MECI) in the Educational Psychology elective module. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2004. / Educational Psychology / unrestricted

This design project explores the viability of DIY regenerative energy projects, while challenging Eurocentric scientific and engineering norms within a (post)colonial climate emergency. Intervening at the energy-water-sanitation-agriculture nexus from a socio-ecological standpoint, the aim of the project is to fabricate low cost urine-fed Microbial Fuel Cells using non-specialist materials and equipment, and to visualise/ materialise the energy from the devices in a tangible form, in an inherently pedagogical activity.  Stemming from a concern that high-end investigations into renewable energy technologies are insufficient in tackling sufficient socio-ecological issues in their reductionist approach, the project assesses the possibilities of energy democratization from a synergistic standpoint. Working within the framework of Regenerative Design and Appropriate Technology,  I point out that Western Technological "progress", which is often used as justification and perpetuation of colonial projects, is degenerate and inappropriate, and should be reframed as such.  Translating cutting edge bioenergy research into demystified, easy to replicate forms, a large component of the project consists of an intensive material exploration, with the goal of accessibility over efficiency as the most important factor. Aiming for the research to be distilled into a workshop form, in addition to online documentation hereof, proved beyond the reach of the timeframe. However, as a public introduction to this phase of the projects, research made during the project timeline is artistically articulated and presented to the public within the context of an exhibition, to stimulate public participation with the project and the ideas and issues contained herein.

Indiana University-Purdue University Indianapolis (IUPUI) / Educational neuroscience (EN) is a transdisciplinary convergence of neurosciences, education, and psychology that has gained international momentum. Its purpose is to advance the application of neurosciences in P-12 education as a way to improve the design of instructional environments and practices that support the multidimensional social, affective, and cognitive learning needs of students. The potential integration of EN practices into school settings affects educators and school social workers who promote positive school climates and address barriers to learning. Despite the ascension of scholarly discourse proposing the integration of neuroscience knowledge with education practices, a shared conceptual framework remains elusive for the emergent discipline, and the translation of EN into education practices is unexamined. A constructivist grounded theory study was conducted to investigate the emerging conceptualization of EN practices and implications for promoting a positive classroom climate. Data collection included semi-structured interviews with two administrators, three teachers, and 48 students as well as four classroom observations from three different fourth and fifth grade classrooms in a US Midwest city. The data analyses generated a conceptual model that revealed how EN practices unfolded in the classroom to facilitate the co-creation of a positive classroom climate. The data indicated that a humanistic organizational structure facilitated the EN practice implementation, and the teacher’s regulatory state was central to the application process. Five themes emerged that characterized EN practices: teaching neuroanatomy, reflecting on emotions, selfregulating, adapting classroom boundaries, and honoring the whole student. Interactions resulting from these practices aligned with four established climate dimensions: teaching and learning, structure of the learning environment, safety, and relationships. The resulting classroom climate contributed to students’ resiliency, as observed by reduced office referrals, readiness to learn, empowered decision-making, greater empathy, and enhanced social connectedness. Findings from this study support a conceptual model for the application of EN practices in elementary classrooms and align with existing research that suggests positive climates promote healthy development, social-emotional learning, and academic success. The results of this study will inform future translational EN inquiry as well as educators and school social workers who seek to co-create positive classroom climates using transdisciplinary EN practices.

京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第21092号 / 工博第4456号 / 新制||工||1692(附属図書館) / 京都大学大学院工学研究科都市社会工学専攻 / (主査)教授 Cruz Ana Maria , 教授 小林 潔司, 准教授 横松 宗太 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DGAM

Die Vision Zero hat das Ziel, dass es keine Schwerverletzten und Getöteten im Straßenverkehr mehr gibt. Die Kommunen stehen vor der Herausforderung dies zu gewährleisten. Für die Bewertung der Verkehrssicherheit von Straßenverkehrsanlagen ziehen Straßenverkehrs-behörden gemäß den aktuell geltenden Richtlinien z. B. Unfallsteckkarten heran, um kritische Stellen im Straßenverkehrsnetz zu identifizieren. Für die präventive Verkehrssicherheitsarbeit sollten jedoch potentiell gefährliche Bereiche anhand von Verkehrskonflikten erkennbar sein. Solche Daten liegen den Straßenbaulastträger laut Literaturrecherche nicht vor. Im Forschungsprojekt „Risikomanagement bei klassischen Knotenpunkttypen mithilfe von Automobilsensordaten (RisiSens)“ der Frankfurt University of Applied Sciences wird daher ein Erhebungskonzept zur Erfassung von Verkehrskonflikten entwickelt. Mithilfe eines Workshops ermitteln Vertreter/-innen aus Forschung und Kommunen gemeinsam, welche Methoden zur Verkehrssicherheitsbewertung sie bisher anwenden und inwiefern sie geeignet sind. Da das Erhebungskonzept des Projekts „RisiSens“ später von Kommunen in der Praxis angewendet werden soll, ist eine Beteiligung durch sie bei der Konzeption maßgeblich. Bei dem Workshop werden Kommunen befragt, unter welchen Rahmenbedingungen eine Erhebung von Verkehrskonflikten für sie möglich sind. Der Workshop verbindet praktische Erfahrungen mit neuen Erkenntnissen aus der Forschung. Durch eine Wahl geeigneter Workshop-Methoden können die Teilnehmenden motiviert durch die Veranstaltung geführt werden. Durch den Vergleich verschiedener Ansätze in den einzelnen Workshop-Phasen werden Methoden evaluiert, die für das Projekt hilfreiche und valide Ergebnisse erzielen. Schließlich konnte mit dem Workshop eine transdisziplinäre Zusammenarbeit von Forschung und Kommunen erreicht werden. Die Forschung kann von den Erfahrungen und Erkenntnissen aus der Praxis der Kommunen profitieren. Für angewandte Wissenschaften ist es hilfreich, über die Herausforderungen in der Praxis informiert zu sein. Durch den Erfahrungsaustausch können neben der Literaturrecherche weitere Kenntnisse zu einem Fachgebiet erlangt werden. Dies wird unterstützt, indem nicht nur ein/e Experte/Expertin befragt wird, wie es bei einem Experteninterview der Fall ist, sondern mehrere Vertreter/-innen aus verschieden großen Kommunen.:1 Ausgangssituation 4 2 Ziel des Workshops 5 3 Workshop-Methoden 7 3.1 Einführung und Begrüßung 7 3.2 Themeneinführung und Kennenlernen 8 3.3 Problemorientierung 10 3.4 Problembearbeitung 13 3.5 Verknüpfung von Workshop-Arbeit und Expertise 15 3.6 Feedback zum Workshop und Verabschiedung 16 4 Durchführung und Analyse des Workshops 18 5 Ergebnisse der Workshop-Arbeit 23 5.1 Aktuelle Methoden der Verkehrssicherheitsbewertung 23 5.2 Weiterentwicklungsansätze aktueller Methoden zur Verkehrssicherheitsbewertung 24 5.3 Übertragbarkeit auf Forschungsprojekt 25 6 Fazit und Ausblick 26 7 Literaturverzeichnis 28 / Vision Zero has the goal of zero serious injuries and fatalities on the roads. Local authorities are faced with the challenge of ensuring this. To assess the road safety of road facilities, road authorities apply currently valid guidelines. They consult accident maps, for example, to identify critical points in the road network. However, for preventive road safety work, they should identify potentially dangerous areas based on traffic conflicts. Such data are not available to road authorities according to literature research. In the research project 'Risk management at classic intersection types with the help of automobile sensor data (RisiSens)' at the Frankfurt University of Applied Sciences, we are therefore developing a survey concept for collecting data on traffic conflicts. With the help of a workshop, representatives of research and local authorities are working together to determine which methods they have been using to determine traffic safety to date. They also evaluate the suitability of the methods. Since road authorities are to apply the survey concept of the 'RisiSens' project in practice later on, they are to participate in the concept development. In doing so, we ask municipalities under which general conditions a survey of traffic conflicts is possible for them. The workshop combines practical experience with new findings from research. By choosing suitable workshop methods, we want to motivate the participants through the event. By comparing individual approaches in the individual workshop phases, we evaluate methods that achieve helpful and valid results for the project. Finally, we achieved a transdisciplinary cooperation of research and municipalities with the workshop. Research can benefit from the experience and knowledge gained from the practice of municipalities. For applied sciences, we need to know about the challenges in practice. In addition to literature research, an exchange of experiences achieves further knowledge about a subject area. This is supported by not only interviewing one expert.. We are addressing several representatives of communities of different sizes.:1 Ausgangssituation 4 2 Ziel des Workshops 5 3 Workshop-Methoden 7 3.1 Einführung und Begrüßung 7 3.2 Themeneinführung und Kennenlernen 8 3.3 Problemorientierung 10 3.4 Problembearbeitung 13 3.5 Verknüpfung von Workshop-Arbeit und Expertise 15 3.6 Feedback zum Workshop und Verabschiedung 16 4 Durchführung und Analyse des Workshops 18 5 Ergebnisse der Workshop-Arbeit 23 5.1 Aktuelle Methoden der Verkehrssicherheitsbewertung 23 5.2 Weiterentwicklungsansätze aktueller Methoden zur Verkehrssicherheitsbewertung 24 5.3 Übertragbarkeit auf Forschungsprojekt 25 6 Fazit und Ausblick 26 7 Literaturverzeichnis 28

Introduction: Caregivers of a child with severe intellectual disability (CWSID) often embody the sole provider of care for their CWSID. Due to the severity of the difficulties their CWSID may experience, these caregivers pose a variety of challenges when caring for their children. The demands placed on the caregiver could lead to high levels of caregiver burden which can influence the quality of child-caregiver relationship. This study evaluated the relationship between caring for a CWSID and the level of burden by using the Burden Scale for Family Caregivers. Additionally, the investigation aimed to identify potential risk factors faced by South African caregivers of CWSID that could possibly increase levels of caregiver burden. Lastly, the study proposed intervention practices that took into account both the potential risk factors identified, as well as the level of caregiver burden experienced to aid childcare. Method: Data were utilised from 218 South African caregivers of CWSID from all over the country. The study applied a quantitative approach and made use of a survey available online and paper based. The questionnaire comprised of two parts. Section A was a demographic questionnaire aimed at identifying possible risk factors to increase levels of burden and Section B covered the Burden Scale for Family Caregivers. Descriptive and inferential statistics were used for analysis. Results: The majority of caregivers (67%) identified family as their main or only form of support structure. The study did not find any obvious risk factors that could indicate a relation between the level of burden and the different demographic factors. It was found that caregivers of CWSID experience moderate to severe levels of caregiver burden due to caring for their CWSID. Conclusion: As caregivers of CWSID experience severe levels of caregiver burden, the results of the present study indicate that caregivers experience this burden in various areas of living influencing their quality of life. It is recommended that a caseworker be assigned to each CWSID to decrease caregiver burden. Due to the fact that any possible contributing risk factors could not be successfully identified, further research is recommended. / Dissertation (MA (Speech-Language Pathology))--University of Pretoria, 2021. / Speech-Language Pathology and Audiology / MA (Speech-Language Pathology) / Restricted

When the need arises to transmute complex and theoretical ideas into practice or communicate them to the uninitiated, there often exists a gap in the levels of understanding between the parties involved. This research examined knowledge transfer between practitioners within the information technology (IT) domain of interest by asking the following questions: what is the relationship between knowledge spaces for IT experts and novices; and what factors impact knowledge transfer among knowledge spaces for IT experts and novices? This study conducted interviews with a range of IT professionals to identify knowledge states that resulted in knowledge spaces for both experts and novice practitioners. A conceptual model was developed to examine the knowledge transfer process between expert and novice practitioners and identify factors affecting both the knowledge space and the knowledge states. The model also takes in consideration external factors such as organization and culture and organizational environment. The results from the study show that leadership and executive skillsets play a major role in characterizing the expert knowledge state. The results also show that knowledge transfer between and among groups was primarily impacted by interest and awareness factors among experts. Among novices, the largest barriers were cultural in nature (e.g., no management support or requirement) and environmental, such as the lack of aptitude for learning, lack of job/role experience from a new staff member, or existing staff with a hostile attitude.

DESIGNING GOVERNANCE – POWER AND COMPLICITY:Introduction Transfer as adaptation and concretisation Transferring Theories trough design methodologies Foundation: Doughnut economics Reflection on the impact of Design Scientific tandems Monitoring transfer projects Outlook Acknowledgements References / Sustainability by Design (SBYD) investigates how design methodologies can be used to transfer knowledge from sustainability research into society and the economy. In this paper, we use the concept of mode 2 science to examine how the understanding of knowledge transfer has changed. Drawing on this, we examine why design methodologies are particularly well-suited as a transfer medium. We argue that their use is promising within sustainable transformation, to bring theories and scientific findings into new contexts, to disseminate these to a wider audience, and to concretise and develop transformative knowledge further in the process. Furthermore, the paper presents the underlying theories and structures of SBYD and shows how, in our practical work, these theories are translated into concrete methods and formats. Finally, we discuss the possibilities of evaluating the use of design within transfer processes, thus assessing its impact and limitations.:Introduction Transfer as adaptation and concretisation Transferring Theories trough design methodologies Foundation: Doughnut economics Reflection on the impact of Design Scientific tandems Monitoring transfer projects Outlook Acknowledgements References

With more than 33 million people living with HIV/AIDS, and an infection rate that is increasing rather than falling among high-risk groups, the 30-year history of the AIDS epidemic has been characterised as ‘islands of success in a sea of failure.’ Given the lack of a medical cure for the disease, the world has looked to social marketing campaigns to promote behaviour change that would decrease infection rates. Under the best of circumstances, change is difficult, and health behaviour change, especially when it relates to sex and politics, is even more challenging, so social marketers have a difficult task that calls on every technique at their disposal. There is an increasing expectation that HIV/AIDS social marketing interventions will yield measurable results, and that involves fully understanding the AIDS landscape, marketing theory and practice, and the evolving medical picture relating to the pandemic. This research explores links between social marketing and HIV/AIDS while mapping their marketing connections to both the conventional and alternative medical communities. To better understand the HIV/AIDS landscape, early research focused on three diverse countries— Mexico, Uganda, and the United States—selected for their significant cultural, economic, and political differences. Given the multiple social perspectives and fields of knowledge involved in this project, a transdisciplinary approach using mixed research methods was selected. Mixed methods for collecting and presenting data included case studies, content analysis, semistructured interviews, a quantitative survey, and in-depth reaction interviews. Through analysis of 18 social marketing campaigns in the three countries selected for study, the content, focus, purpose, and implications of the controlled public dissemination of HIV/AIDS information were examined. Key informants with professional and academic credentials in the areas of marketing, advocacy, and HIV/AIDS medicine were interviewed to learn rationales behind the campaigns and to explore political and economic factors that affect HIV/AIDS health activism. The last major phase of information gathering surveyed more than 340 patients at a clinic in Houston, Texas, to ascertain their knowledge and perceptions about HIV/AIDS treatment and prevention information. After the survey data was compiled, reaction interviews from key informants provided additional input. Informed by this wealth of secondary and primary research, an Integrated Social Marketing Conversation (Marcon) Model was created to demonstrate that social marketing campaigns should be localised and customer centred, with participants engaging in an ongoing conversation at every stage. The communication model offers valuable guidelines for more effective dissemination of HIV/AIDS prevention and treatment information to high-risk, high-interest target audiences such as HIV-positive people and the organisations that work with that subculture. Because this research crosses so many boundaries and addresses an actual need, it should be of interest to a wide variety of individuals and organisations in both academic and professional fields. From marketers to medical practitioners to activists associated with HIV/AIDS issues, this project’s findings will apply to their concerns. Also, HIV/AIDS organisations — both government agencies as well as private groups — should find information in this work that addresses their ongoing efforts. While investigating existing models for HIV/AIDS communication, it became evident that most research and communication models have focused on how HIV/AIDS prevention programmes are working and what is effective, but little has been done in regards to treatment options and information. For that reason, the integrated social marcon model presented in this thesis is an important addition to the body of practical literature on this topic. Finally, the volatility of the issues examined here and the contacts made during five years of work offer multiple possibilities for follow-up research and fieldwork with opportunities to make a positive contribution in the battle against the HIV/AIDS pandemic.

Este estudo analisa o uso de uma nova proposta de organização curricular para o Ensino Médio, fundamentada no trabalho com a História da Ciência em sala de aula. Propõe-se que, nas aulas de história, por meio da análise da História da Ciência o estudante possa compreender e relacionar aspectos fundamentais dos conceitos trabalhados inicialmente apenas nas aulas de Ciências da Natureza e Matemática. Para tal, parte-se da premissa de que toda a fundamentação e contextualização da ciência devam ser realizadas nas aulas de história, pelo professor da disciplina em que questão, baseando-se em uma visão inserida na ciência e na tecnologia. Acredita-se que, com essa prática, evita-se a perpetuação da ideia de que a produção de ciência seja considerada algo sagrado e inviolável, bem como o próprio cientista que é tratado como um ser de sabedoria incontestável. Ao contrário, busca-se formar uma nova visão da ciência, que está sujeita a críticas e a reformulações, como mostra a própria história de sua produção. Dessa forma, aluno e professor reconstroem a estrutura do conhecimento. Defende-se ainda que esse formato de organização possa auxiliar o estudante brasileiro, de Ensino Médio, a construir nova ordenação de pensamento, o que facilitaria a percepção de novos conhecimentos. Para a análise da construção do pensamento o estudo faz uma comparação entre o pensamento de dois epistemólogos de fundamental importância para educação e para a história da ciência: Thomas Kuhn e Jean Piaget. / The current study analyzes the use of a proposal for a new curricular organization to be adopted by Brazilian high schools. Such proposal is based on work carried on using history of science. The idea is for the student, through the analysis of the history of science, to understand and relate fundamental aspects of concepts initially worked only in classes of natural sciences and mathematics. For this it is assumed that all foundation and contextualization of science must be carried out in history classes, by the history teacher, and it is based on a vision inserted in science and technology. It is believed that such practice avoids the perpetuation of the idea that the production of science is considered sacred and inviolable, as well as the scientist himself who is treated as a being of unquestionable wisdom. On the contrary, it seeks to form a new vision of science, which is subject to criticism and reformulation, as the history of its production shows. In this way, student and teacher reconstruct the structure of knowledge. It is also defended that this format of organization can help the Brazilian high school student to construct a new order of thought, which would facilitate the perception of new knowledge. For the analysis of the construction of thought the current study compares the ideas of two epistemologists of fundamental importance for education and for history of science: Thomas Kuhn and Jean Piaget.