209,091 research outputs found
The Non-Modularity of Moral Knowledge: Implications for the Universality of Human Rights
Many contemporary human rights theorists argue that we can establish the normative universality of human rights despite extensive cultural and moral diversity by appealing to the notion of overlapping consensus. In this paper I argue that proposals to ground the universality of human rights in overlapping consensus on the list of rights are unsuccessful. I consider an example from Islamic comprehensive doctrine in order to demonstrate that apparent consensus on the list of rights may not in fact constitute meaningful agreement and may not be sufficient to ground the universality of human rights. I conclude with some general suggestions for establishing the universality of human rights. Instead of presuming the universality of human rights based on apparent overlapping consensus we need to construct universality through actual dialogue both within and between communities
Experiences of Education for Democratic Citizenship in Italian Schools in Recent Years: Research Lines. In: INVALSIâCIDREE. Building Democracy in Europe Through Citizenship: EducationEuropean Year of Citizenship Through Education: General Assembly 2005 CIDREE, Frascati 17th November 2005
The research assumes the definition of Education for Citizenship proposed by the Council of Europe: âis a set of practices and principles that aim to make young people and adults better equipped to participate actively in democratic life by assuming and exercising their rights and responsibilities in societyâ . The main questions of the research are borrowed from the area âCurriculum Teaching and Learningâ of the âTool for quality assurance of EDC in schoolsâ :
- Is there evidence of an adequate place for EDC in the schoolâs goals, policies and curriculum plans?
- Is there evidence of students and teachers acquiring understanding of EDC and applying EDC principles to their everyday practice in schools and classrooms?
- Are the design and practice of assessment within the school consonant with EDC?
The information/data-base is âmainly- the on-line documentation of schools (good) practices, collected by National Institute for the Documentation of Innovation and Research in Education and by other organizations.
Evidences. In italian schools, according to the examinated documents, EDC seems to be
- an educational principle firmly sustained
- a teaching content relevant in specific educational activities
- carried on already from nursery schools; developed by the whole school within compulsory education; mainly an initiative of one or few teachers in secondary school, added to social studies classes
- developed thanks to the âmeeting and meltingâ of different interests:
- from inside (specific problems or care)
- from external institutions (ministerial or international, mainly european)
- from external organizations and groups (local authorities, non-profit organizations, lobbies)
- focused on the development of an active, participate, overnational citizenship that leads to a social and political status more than a legal one
- crosscurricolar and interdisciplinary activity in nursery and primary schools; while in secondary schools it often moves from one specific subject to the others (pluridisciplinary approach)
- carried on by active teachers working together and with experts and militants from outside the school too.
- Developed through active teaching/learning strategies including discussions, teamworks, workshops, researchs and scientific, literary and artistic productions (monographs, exhibitions, shows, multimedia), simulations and fieldworks
- aimed to the dissemination, implementation and sharing of values and awareness, information and knowledge of citizenship; the practice of skills and competences is focused on specific activities or on daily life
- evaluated more by qualitative appreciations on the experience, its contents and values, than using structured and formal instruments
- concluding, itâs more a teaching/learning topic than a daily school practice
Suggestions. The report suggests that EDC is a complex, multilevel and integrated action strategy within the school and in interaction with society. So, starting from daily school practice and rules, EDC should be developed throught crosscurricolar activity and as social and civics studies subject and with specific projects, together.
Concluding, the author proposes a plan of action-researches aimed to develop EDC practice in italian schools, using the strategy and methodology suggested by the Council of Europe in the quoted âTool for quality assurance of EDC in schoolsâ. That is a bottom-up approach and not only a top-down one
Re-enacting Early Video Art as a Research Tool for Media Art Histories
This paper will discuss re-enactment as a relevant tool for practice-based research to investigate pioneering video performances and video artworks from the 1970s and 1980s from a theoretical, art-historical and curatorial point of view. Since the early 2000s, the re-enactment of artistsâ performance has been growing as an art practice internationally and has been investigated in several studies and exhibitions. In this paper, I will pro- pose that the re-enactment of early video artworks can open up critical analysis on the original workâits nature, form and contentâas well as on collective and personal memory and mediation. Re-enactment becomes a research tool that investigates the nature of video which was at the time a relatively new medium. Re-enactment informs the research into the original piece, its documentation, the relationships between the artist and the body, the work and the viewer. It investigates the effects of analogue video on the viewer and the artist in comparison with the digital video employed in the re-enactment and its documentation. The paper will analyse case studies from the research projects REWIND, REWINDItalia and EWVA (European Womenâs Video Art in the 70s and 80s)
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Using the Internet of Things to Teach Good Software Engineering Practice to High School Students
This paper describes a course to introduce high school students
to software engineering in practice using the Internet Of
Things (IoT). IoT devices allow students to get quick, visible
results without watering down technical aspects of
programming and networking. The course has three broad
goals: (1) to make software engineering fun and applicable,
with the aim of recruiting traditionally underrepresented
groups into computing; (2) to make young students begin to
approach problems with a design mindset; and (3) to show
students that computer science, generally, and software
engineering, specifically, is about much more than
programming. The course unfolds in three segments. The first
is a whirlwind introduction to a subset of IoT technologies.
Students complete a specific task (or set of tasks) using each
technology. This segment culminates in a âdo-it-yourselfâ
project, in which the students implement a simple IoT
application using their basic knowledge of the technologies.
The courseâs second segment introduces software engineering
practices, again primarily via hands-on practical tutorials. In
the third segment of the course, the students conceive of,
design, and implement a project that uses the technologies
introduced in the first segment, all while being attentive to the
good software engineering practices acquired in the second
segment. In addition to presenting the course curriculum, the
paper also discusses a first offering of the course in a threeweek
summer intensive program in 2017, including
assessments done to evaluate the curriculum.Cockrell School of Engineerin
Reaching for Home: Global Learning on Family Reintegration in Low and Lower-Middle Income Countries
This inter-agency, desk-based research aims to arrive at a clearer understanding of reintegration practices for separated children in low and lower-middle income countries. The research pulls together learning from practitioners and academics working with a range of separated children, such as those torn from their families by emergencies, children who have been trafficked or migrated for work, and children living in institutions or on the streets. Practitioners and researchers who work with these different population groups are for the most part unaware of the approaches and methods used in other areas of child protection, and this research aims to consolidate experience and create opportunities for dialogue and shared learning. The findings are based on an in-depth review of 77 documents, a short online survey involving 31 practitioners and policy makers, and key informant interviews with 19 individuals with expertise in children's reintegration
Massimiliano Balduzzi: Research in Physical Training for Performers
This essay begins the process of contextualizing and analyzing Massimiliano Balduzziâs solo physical training practice by introducing six newly created video documents. It locates Balduzziâs work in a wider historical and artistic context â touching upon the work of Konstantin Stanislavski, Jerzy Grotowski, and Eugenio Barba, as well as acrobatics, martial arts, and Balinese dance â while arguing that the documented physical training constitutes an original research contribution to the field of embodied technique. The essay has three main purposes: First, to give verbal articulation to some important aspects of Balduzziâs practice, as he begins to teach more widely in New York City and beyond. Second, to test and develop a theoretical framework that conceives of embodied technique as a field of knowledge in which rigorously framed research can and does give rise to new knowledge in the form of new technique. Third, to explore the epistemological status of multimedia documentation through a focused case study. Each of these goals has the potential to expand and clarify current discussions of actor and performer training, movement analysis and documentation, and practice-as-research
Open Data, Grey Data, and Stewardship: Universities at the Privacy Frontier
As universities recognize the inherent value in the data they collect and
hold, they encounter unforeseen challenges in stewarding those data in ways
that balance accountability, transparency, and protection of privacy, academic
freedom, and intellectual property. Two parallel developments in academic data
collection are converging: (1) open access requirements, whereby researchers
must provide access to their data as a condition of obtaining grant funding or
publishing results in journals; and (2) the vast accumulation of 'grey data'
about individuals in their daily activities of research, teaching, learning,
services, and administration. The boundaries between research and grey data are
blurring, making it more difficult to assess the risks and responsibilities
associated with any data collection. Many sets of data, both research and grey,
fall outside privacy regulations such as HIPAA, FERPA, and PII. Universities
are exploiting these data for research, learning analytics, faculty evaluation,
strategic decisions, and other sensitive matters. Commercial entities are
besieging universities with requests for access to data or for partnerships to
mine them. The privacy frontier facing research universities spans open access
practices, uses and misuses of data, public records requests, cyber risk, and
curating data for privacy protection. This paper explores the competing values
inherent in data stewardship and makes recommendations for practice, drawing on
the pioneering work of the University of California in privacy and information
security, data governance, and cyber risk.Comment: Final published version, Sept 30, 201
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