Utah State University Commencement, 1987 – Main Campus

Ninety-Fourth Annual Commencement of Utah State Universityhttps://digitalcommons.usu.edu/commencement/1087/thumbnail.jp

Zaha Hadid her ideas and architecture examined through musical composition final 24.05.2024

This is an interdisciplinary focus upon Zaha Hadid (ZH), the person, her ideas and architecture expressed through music as a portfolio of compositions. Information and mechanisms for these compositions are drawn from her biography, method of designing and final architectural realisations. The approach adopted is holistic and subjective. A number of alternative approaches are examined. These by contrast are largely atomistic. They are taken together with running discussions prompted by the research and my ideas for alternative methodologies, forming suggestions for future research. Also, the specific techniques thrown up highlight the different holistic approaches, contrast own techniques adopted within the holistic methodology and form an internal fruitful dialogue, leading to conclusions on translation efficacy, in general, and of ZH. This is intended as a initiating project where other composers are encouraged to add their contributions to musical responses to Zaha Hadid, either holistically and or atomistically. The body of this research consists of finding information about Zaha Hadid that can be converted in some way, via translation, interpretation, representation and other mechanisms, to music. The mechanisms are like intermediary devices between the architectural object, or objects, or person, Zaha Hadid, to be translated, or portrayed and the means of translation. This is to aid quantification in an area that is generic. This is then carried out and expressed as a portfolio. Another way of seeing this is as praxis between pure theory and practice. Theories of and about ZH are then brought to reality in the music portfolio. There is an inherent discussion about translation and transdicipliniarity within the context of ZH. Some observations in this connection are offered in the conclusions. Due to the interrelated complexity, the research can be read in several ways: about architecture, about Zaha Hadid, about the composer as interpreter and within a general enquiry of world problems raised by the double issue of translation, initially seen as a problem, and Zaha Hadid, her mathematical and spiritual questioning of the structure of the universe in relation to her unique avant-garde architecture. The result is a wide ranging collection of compositions touching on issues of Zaha Hadid’s art, her inceptive design processes, influences and inspirations involving topology, space and her unique challenging viewpoints on architecture in a modern evolving world. She, in turn, is an inspiration, overcoming obstacles to become a successful progenitor of a world renowned architectural practice. This inspiration is evident in the compositions. Whilst the starting point emulates her predominantly abstract approach, the mechanisms form specific linkages for each musical realisation. The final result is a personalised statement that encompasses several features of Zaha Hadid offered as a starting point in musical research about and evoking Zaha Hadid, or any person, addressed as a topic for translation. The main outcome is a proposition of translating a whole person, as compared and cross checked with an atomistic approach, also forming putative suggestions for further research in this atomistic way, or combined, across disciplines. It necessarily involves both abstraction and subjective interpretation, offering, within this context, a contribution to a translation discussion centring around issues raised by Walter Benjamin and my own perceived problems as outlined, then offering solutions

British scientists and soldiers in the First World War with special reference to ballistics and chemical warfare

This thesis asks how the Great War affected physical science in Britain. It examines how graduate scientists and army officers worked together in the War, concentrating on the two fields of ballistics and chemical warfare. In these fields many previous accounts have discussed only the civilians. This study gives an outline of the various military institutions where soldiers in the technical corps (Artillery and Engineers) were trained, and where the state made, tested and stored arms. It argues that these corps had a characteristic technical culture, in which science was not studied for its own sake, but always with an end in view that would benefit the state: mathematics, astronomy and geodesy for survey, geology for public works, and so on. This was quite different from the professional values of pure science and mathematics. The thesis sees the effects of the War on science on two levels, the personal and the structural. Those engaged in war-work responded very variously: some had the directions of their interests greatly changed, so that the ballistics work accelerated the growth in numerical analysis; for others the War was simply an interruption, either a destructive one, or one that was rewarding but little related to the scientist’s academic career. Several of those who had done war-work maintained their links with the military for the rest of their lives. Structurally, the state increased its support for applied science with military applications, at the National Physical Laboratory, Famborough, Porton, and Woolwich. The scale of academic experiments, however, did not grow correspondingly after the War. After the War, the Army significantly increased its research activities (though constrained by limited budgets), and incorporated university teaching in the training of its engineering personnel, initially as a stop-gap, but then by choice.Open acces

Footsteps across time : the evolution, use and relevance of battlefield visits to the British Armed Forces

This study examines the educational use made by military forces around the world, but primarily those of the United Kingdom, of visits to past battlefields. Investigation suggests this practice commenced formally in Prussia and may be nearing its 200th anniversary; certainly the British Army’s Staff College at Camberley has been visiting battlefields for educational purposes since at least 1885. To date, no extended academic study of this practice has been undertaken, and no specific use of the Staff College Battlefield Tour Archive has been made in this context. An examination is made of educational theory, by which the effectiveness and value of battlefield visiting can be measured. This study creates a typology of battlefield visiting, and thus acknowledges a much older civilian tradition of making pilgrimages to past scenes of conflict (initially to pray for the souls of the dead), which later evolved into civilian battlefield tourism to destinations such as Waterloo and Gettysburg. The work examines the nature of British battlefield visiting, using the Staff College Battlefield Tour Archive, in four phases: before the First World War; during the inter-war period; during the post-Second World War and Cold War periods, and at the time of writing. Throughout the study, parallels are drawn with military battlefield visits undertaken by the American and German armed forces. The conclusion is made that battlefield visiting is a unique and valuable tool in military education that is not well managed, and that no recognition is given to its value in terms of classic education theory

Using participatory, practice development, Delphi and realist research approaches to understand how frontline teams can use the workplace to make sustainable improvements in the quality of their practice

The symposium will share the approaches and findings from three funded national and international research studies which all contribute to the body of knowledge about how to support person centred, safe and effective care in the workplace. The final presentation will integrate the theoretical insights emerging from the three studies to present a model for sustainable transformation in frontline teams. Paper 1 Safety culture, quality improvement, realist evaluation Authors and affiliations Professor Kim Manley CBE, (Presenter), Carolyn Jackson, Christine McKenzie, Anne Martin, Dr Toni Wright. Abstract Safety in health care is an international concern with impact on quality of care (Hollnagel, et al, 2015). A Regional Patient Safety Collaborative (PSC), one of 15 nationally set up to place patients, carers and staff at the heart of quality improvements in patient safety, supported four large acute NHS hospital trusts with a PSC model to help facilitators use safety and quality improvement tools with frontline teams and to be mutually supported through action learning. The evaluation used realistic evaluation (Pawson & Tilley, 2004) (and the study and its findings are reported using the RAMESES 11 international standards (Wong et al, 2017). The study took place between June 2016-October 2017. Its aim was to understand what works for whom 3S.40-5.10pm1 Symposia- – Tuesday 17 April 2018 and why, when: working with frontline teams in large acute hospitals to embed a safety culture, and grow leadership and quality improvement capability. Specifically, to identify which strategies are effective in supporting front line teams to sustain bottom up change and quality improvement driven by the needs of patients and practitioners. The study drew on ethnographic principlesacross study sites usingdescriptive case study design. Mixed methods of critical observation of frontline practice, stakeholder evaluation,emotional touch points, self-assessment;qualitative 360 degree feedback; and the Texas safety culture survey tool were used to facilitate the development of a rich picture for each teamand each context so as to answer the evaluation questions. In tandem, interrogation of the literature to distilled relationships between context, mechanisms and outcomes generating hypotheses at individual, team and organisational level factors for safety culture. Key findings identified an interdependence between clinical leadership within frontline teams, safety culture, safety behaviours and teamwork echoed in microcosm through safety huddles; the skills and attributes of facilitators;and the impact of organisations on microsystems. Theories of culture change at the microsystems level are further embellished. References Hollnagel E., Wears R.L. and Braithwaite J. From Safety-I to Safety II: A White Paper. The Resilient Health Care Net: Published simultaneously by the University of Southern Denmark, University of Florida, USA, and Macquarie University, Australia. http://citeseerx.ist.psu.edu/viewdoc/download doi=10.1.1.911.6550&rep=rep1&type=pdf (accessed 1st November 2017) Pawson, R. & Tilley, N. (2004) Realist Evaluation. [Online]. Available at: . Accessed: 14th November 2014. Wong, G.; Westhorp, G.; Greenhalgh, J.; Manzano, A.; Jagosh, J.; Greenhalgh, T, (2017) Quality and reporting standards, resources, training materials and information for realist evaluation: the RAMESES II project. Health Services and Delivery Research, 5(28) National Institute for Health Research October ISSN 2050-4349 DOI 10.3310/ Paper 2 Developing integrated facilitation standards to embrace the facilitation of learning in the workplace using e-Delphi Authors and affiliations Professor Kim Manley CBE, (Presenter), Carolyn Jackson, Anne Martin, Dr Toni Wright. Abstract This paper shares insights into the impact of system wide leadership initiatives that develop the facilitation capacity of the workforce to be effective clinical leaders in a time of increasingly complex system wide change (Manley et al, 2016, Crisp & Wilson 2011). The aim of this Delphi study (2015-16), was to develop a set of standards that could be used to guide an integrated approach to facilitation in and about the workplace. This includes the key qualities and skills required of facilitators who aim to integrate learning, development, improvement, inquiry, knowledge translation and innovation in and about the workplace. The study influenced by the knowledge base underpinning practice development methodology engaged international facilitation expertise. Three e-Delphi rounds involved participants from ten countries with expertise in facilitating either one or more of the purposes in work and/or about the workplace. The result, a set of standards builds on the current knowledge base about facilitation. The standards clarify the key components that facilitators need to attend to when supporting individuals, teams, organisations and services to achieve higher order learning in and about the workplace and positively impact on person centred cultures and health outcomes. The contribution of practice development as a discipline that integrates all the agendas was highlighted and needs to be promoted more explicitly at the policy level. The key messages from this work are that: Facilitators work within different contexts and help staff appreciate the broader contexts in which they work. These contexts impact on both facilitator and staff purposes within and across each context. An integrated approach to facilitation aims to support a number of purposes. Enablers, skills and strategies for achieving these purposes are identified in the set of standards developed Facilitators need to attend to the evaluation of outcome and impact in the given context whilst keeping focus on constantly refining the processes that are effective. References Crisp, J., & Wilson, V. (2011). How do facilitators of practice development gain the expertise required to support vital transformation of practice and workplace cultures? Nurse Education in Practice, 11(3), 173-178. Manley, K., Martin, A., Jackson, C., & Wright, T. (2016). Using systems thinking to identify workforce enablers for a whole systems approach to urgent and emergency care delivery: a multiple case study. BMC Health Services Research, 16(1), 1 Paper 3 Developing theoretical insights into sustainable transformation in front line teams – the Venus model Authors and affiliation Carolyn Jackson, Director, England Centre for Practice Development, Canterbury Christchurch University, UK (Presenter), Professor Kim Manley CBE, Anne Martin, DrToni Wright. Abstract Definitions for continuous Professional Development (CPD) tend to focus on individual objectives, yet the goals of CPD activity are mutually interdependent on individual and system aspects (Billet, 2002) This paper presents the theoretical and practical insights gathered from a realist synthesis and evaluation (2014-2015) that led to a tool designed to measure the impact of learning on individual, team and organisational effectiveness in relation to improvements in quality of care and patient outcomes in the workplace. The aim of the project was to develop and test a CPD Impact Tool that identifies mechanisms for measuring the impact of learning on individual, team and organisational effectiveness and the indicators useful for providing information on individual and team effectiveness in relation to outcomes in the workplace? The study used mixed methods across two phases with different stakeholder groups to first develop theories about the relationship between contexts, mechanisms and outcomes for CPD to help understand which strategies work best for whom in what circumstance and why? Phase 1 methods included: a literature review, underpinned by 12 critical questions, to identify what is known about CPD across three broad themes 1) What is CPD is and why it is important? 2) Purpose and impact of CPD, and 3) Facilitating and Judging the Effectiveness of CPD. This together with a stakeholder surveyanalysis and documentary analysis of CPDlearning outputs informed the development of the CPD framework and indicators which was then further tested in phase 2 with CPD providers, learner and an expert international reference group. Key findings centre on four transformation theories that underpin an overarching framework for understanding effective CPD and a set of Impact indicators for guiding evaluation In order for CPD to be effective it has to address all of the interdependent outcomes for individual, team, service and organisational transformation. Reference Billett S. Critiquing Workplace Learning Discourses: Participation and Continuity at Work. Stud Educ Adults. 2002; 34(1):56-67. Paper 4 Developing theoretical insights into sustainable transformation in front line teams – the Venus model Authors and affiliation Carolyn Jackson, Director, England Centre for Practice Development, CanterburyChristchurch University, UK (Presenter), Professor Kim Manley CBE. Abstract This paper presents a synthesis of the theoretical insights emerging from the three research studies together with outputs from a workshop for an international network of fellows. This synthesis is presented as a theoretical framework – the Venus Model for sustainable person centered transformation. This framework describes the key elements and linked concepts (and relationships) required to support front line teams (micro-systems) transform practice through interprofessional learning, development, improvement and innovation, and the essential organisational and systems factors required to enable this. The five key elements of the model are 1) supporting development of facilitation skills across a continuum of complex purposes, 2) leadership development at clinical to systems levels, 3) practice development - a complex methodology that focuses on collaborative, inclusive and participative approaches with stakeholders,to develop person-centred, safe and effective cultures, 4) using quality improvement skills and tools, and 5) the culture change skills at the front line of practice. Bottom up, as opposed to top down models for supporting complex change in organisations are crucial to understand how to transform systems, services and cultures of care within and across organisations to deliver new models for 21st century health and well-being. The symposium will conclude by sharing implications for practice based research and inquiry, workforce development and new emergent roles by considering how best to support and evidence the contribution of nurses to the future workforce on a global platform. This will include consideration of how nurses can take a leadership roles in both the delivery and evaluation of sustainable transformation across the health economy to impact on future new models of care

News from Hope College Index

This index contains listings of articles in News from Hope College (1973–2014). News From Hope College is a newsletter put out by the college. It contains articles on students, alumni, events, issues, alumni listings, etc

Telematics for community portal development.

Community portals emanate from information and communication technology (ICT) applied to community networking, enabling citizens to access information and services on-line. These telematic portal systems are now deployed globally, facilitating information services to geographic and virtual communities. The context of this research study is one of community portals deployed by UK government local authorities for citizen service interactions. To date there have been few studies that holistically and longitudinally examine the subject of community portals. The 5 year research exercise has been undertaken as a qualitative study using an interpretivist approach and methodology derived > from context-process analysis. The approach was influenced by Mumford’s writings on ‘people and technology' and Schuler’s early work on community network development in the USA. Data collection was undertaken using a national survey questionnaire and qualitative techniques including interviews and mini-case studies. Findings of the research include a new categorisation of community portals into two distinctive types of Civic and Civil portal. Theoretical outcomes include an improved understanding of the methodological, technical, and social dimensions of portal development and deployment. The implications for management include an exposition of the issues involved in community portal development and the important need for citizen engagement in the process. A case study of Blackpool, (and mini case studies of five civic / civil portals), point to lack of collaboration between central and local government portal architects and developers