523,419 research outputs found
Without Geography, Youâre Nowhere: History and Applications of GIS (Library Workshop)
Learning objectives: Know the history and basic terminology of the field of GIS. Be able to interpret and assess the quality of maps produced by a GIS. Understand the process of displaying basic spatial data in a GIS software program.
Description:
Many of us use GIS, or Geographic Information Systems, in our everyday lives without even knowing it: when was the last time you used Google maps to get to a desired destination? Google is using spatial information about distance, speed limits, and traffic, in order to perform calculations that, ultimately, direct you to your destination along the fastest path. In general, GIS is a framework for gathering, organizing, and analyzing spatial data. By arranging spatial information into coincident layers, GIS software can help reveal deeper insights into patterns and relationships â not only where occurrences and processes of interest are happening, but also why. By visualizing data though maps, GIS users can make smarter decisions. For example, maps and GIS analyses provided vital information for tracking the progressive spread of the COVID-19 pandemic across the Earth. However, maps can also be manipulated through the usersâ choice of symbology and classification methods in order to (dis)advantage particular groups of people. In this workshop, participants will learn the history and basic terminology of the GIS field, be able to interpret examples of âgoodâ and âbadâ maps produced by GIS, and have an understanding of how to display basic spatial data in a GIS.
Skill levels for attendees: Little to no experience
Software requirements: Non
Knowing and doing vocational education and training reform: evidence, learning and the policy process
Much of VET policy internationally draws on a toolkit that has been seriously questioned for its logic, international relevance and effectiveness by considerable amounts of academic research. Reflecting primarily on our experiences of leading a complex, multi-country policy study, we develop an account that seeks to explore ways in which the apparent incommensurability between academic and policy knowledge can be addressed. This leads on to a broader discussion of key issues of contestation in the debates about knowledge for policy as they relate to international education and development more generally. We consider three key turns in the discourse of international education policy and research: to "governing by numbers", "what works" and policy learning, and ask what happens when these discursive trends travel to Southern and VET contexts. We suggest that this analysis implies that policymakers need both to be more modest and reflexive in their expectations of what knowledge can be mobilised for policy purposes and more serious in their commitment to supporting the generation of the types of knowledge that they claim to value. For international and comparative educators, we stress the importance of being clearer in seeking to shape research agendas; more rigorous in our approaches to research; and better in our external communication of our findings. Given the particular focus of this special issue on VET, we end by reiterating the particular challenge of reawakening research on VET-for-development from twenty years of slumbers
Metacognition as Evidence for Evidentialism
Metacognition is the monitoring and controlling of cognitive processes. I examine the role of metacognition in âordinary retrieval casesâ, cases in which it is intuitive that via recollection the subject has a justiïŹed belief. Drawing on psychological research on metacognition, I argue that evidentialism has a unique, accurate prediction in each ordinary retrieval case: the subject has evidence for the proposition she justiïŹedly believes. But, I argue, process reliabilism has no unique, accurate predictions in these cases. I conclude that ordinary retrieval cases better support evidentialism than process reliabilism. This conclusion challenges several common assumptions. One is that non-evidentialism alone allows for a naturalized epistemology, i.e., an epistemology that is fully in accordance with scientiïŹc research and methodology. Another is that process reliabilism fares much better than evidentialism in the epistemology of memory
Understanding the role of knowledge in the practice of expert nephrology nurses in Australia
This paper, which is abstracted from a larger study into the acquisition and exercise of nephrology nursing expertise, aims to explore the role of knowledge in expert practice. Using grounded theory methodology, the study involved 17 registered nurses who were practicing in a metropolitan renal unit in New South Wales, Australia. Concurrent data collection and analysis was undertaken, incorporating participants' observations and interviews. Having extensive nephrology nursing knowledge was a striking characteristic of a nursing expert. Expert nurses clearly relied on and utilized extensive nephrology nursing knowledge to practice. Of importance for nursing, the results of this study indicate that domain-specific knowledge is a crucial feature of expert practice
What counts as good evidence
Making better use of evidence is essential if public services are to deliver more for less. Central to this challenge is the need for a clearer understanding about standards of evidence that can be applied to the research informing social policy. This paper reviews the extent to which it is possible to reach a workable consensus on ways of identifying and labelling evidence. It does this by exploring the efforts made to date and the debates that have ensued. Throughout, the focus is on evidence that is underpinned by research, rather than other sources of evidence such as expert opinion or stakeholder views.Publisher PD
The self-practice of sport psychologists : Do they practice what they preach?
The maturation processes of applied sport psychologists have received little research attention despite trainees and practitioners having often reported experiencing challenging circumstances when working with clients. Within clinical psychology literature the self-practice of cognitive techniques, alongside self-reflection, has been advocated as a means of addressing such circumstances, and as a significant source of experiential learning. The present study sought to identify the possible types of, and purposes for, self-practice amongst twelve UK-based sport psychology practitioners. Thematic analysis of semi-structured interviews indicated all participants engaged in self-practice for reasons such as managing the self, enhancing understanding of intervention, and legitimising intervention. Some participants also described limitations to self-practice. Subsequently, three overriding themes emerged from analysis: a) the professional practise swamp, b) approaches to, and purposes for, self-practice, and, c) limitations of self-practice. It is concluded that self-practice may provide a means of better understanding self-as-person and self-as-practitioner, and the interplay between both, and is recommended as part of on-going practitioner maturationPeer reviewedFinal Accepted Versio
Collaborative Epistemic Discourse in Classroom Information Seeking Tasks
We discuss the relationship between information seeking, and epistemic beliefs â beliefs about the source, structure, complexity, and stability of knowledge â in the context of collaborative information seeking discourses. We further suggest that both information seeking, and epistemic cognition research agendas have suffered from a lack of attention to how information seeking as a collaborative activity is mediated by talk between partners â an area we seek to address in this paper. A small-scale observational study using sociocultural discourse analysis was conducted with eight eleven year old pupils who carried out search engine tasks in small groups. Qualitative and quantitative analysis were performed on their discussions using sociocultural discourse analytic techniques. Extracts of the dialogue are reported, informed by concordance analysis and quantitative coding of dialogue duration. We find that 1) discourse which could be characterised as âepistemicâ is identifiable in student talk, 2) that it is possible to identify talk which is more or less productive, and 3) that epistemic talk is associated with positive learning outcomes
The role of Intellectual Capital Reporting (ICR) in organisational transformation: A discursive practice perspective
Intellectual Capital Reporting (ICR) has garnered increasing attention as a new accounting technology that can engender significant organisational changes. However, when ICR was first recognised as a management fashion, the intended change it heralded in stable environments was criticised for having limited impact on the state of practice. Conceiving ICR through a lens predicated on the notion of discursive practice, we argue that ICR can enable substantive change in emergent conditions. We empirically demonstrate this process by following the implementation of ICR in one organisation through interviews, documents and observations over 30 months. The qualitative analysis of the data corpus shows how situated change, subtle but no less significant, can take place in the name of intellectual capital as actors appropriate ICR into their everyday work practices while improvising variations to accommodate different logics of action. The paper opens up a new avenue to examine the specific roles of ICR in relation to the types of change enacted. It thus demonstrates when and how ICR may transcend a mere management fashion and the intended change it sets in motion through altering organisational actorsâ ways of thinking and doing within the confines of their organisation
Collaborative action research within developmental evaluation : learning to see or the road to myopia?
This paper looked at methodological issues in evaluation when action research is a key element. In developing arguments in respect of locating the value in multiple perspectives it adds strength to the qualitative paradigm in terms of trustworthiness. Arguing that the engagement of participants in their own research leads to greater in-depth understanding of elements that underpin knowledge, decision making and change, the paper offers a qualitative, innovative, active approach to evaluation, and critique of evaluation approaches, for those wishing to engage in developmental evaluations for change
Use of Research Evidence: Social Services Portfolio
The William T. Grant Foundation intends that the emerging research evidence from its Use of Research Evidence (URE) portfolio be useful to those engaged in these (and other) diverse efforts. But broad and meaningful use of research evidence will require conversations that extend beyond researchers and expert forums. Indeed, URE findings suggest that policymakers and practitioners should not be viewed simply as "end users" of research evidence. To provide insight into how URE studies and the resulting evidence could be most relevant and useful to them, policymakers and practitioners at all levels in the social services system must have a voice in these conversations. This paper is intended to foster and inform dialogue among researchers, policymakers, and practitioners by reflecting on the Foundation's social services URE portfolio from the perspective of policy and practice and by identifying potential opportunities for the next generation of studies and considerations for those undertaking that work
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