298 research outputs found

    Дух міста в добу глобалізації

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    У статті пропонується авторський варіант осмислення проблем формування та структурування міст з позиції філософської антропології. Зроблено спробу експлікації проблемного поля сучасного міста в контексті дослідження релігійної складової.The article is offered the author version of understanding the problems of forming and structuring town from the position of philosophical anthropology. The attempt of explication of problem field of contemporary town in the context of the religious component of research is done

    Value Landscape Engineering: identifying costs, water use, labor, and impacts to support landscape choice.

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    We present a spreadsheet model that identifies the costs, water, labor, fertilizer, pesticides, fuel, energy, carbon emissions, and particulates required of and generated by a user-specified residential or commercial landscape over its economic life. This life includes site preparation, materials purchase, installation, annual maintenance and replacing landscape features that wear out or die. Users provide a variety of site-descriptive information and the model queries an extensive database of landscape data to calculate costs, required inputs, and impacts. We verified model results against observations of water, labor, fertilizer, and fuel use over eight years at three landscapes in the Salt Lake City, Utah metropolitan region. We use the model to show tradeoffs in costs and required inputs for a predominately cool-season turfgrass landscape typical for Salt Lake City and other high desert, intermountain western United States cities and potential modifications to that typical landscape. Results highlight strategies water conservation programs can use to encourage property owners to install and adopt water-conserving landscape features and practices. Residential and commercial landscapers, landscape architects, contractors, and property owners can also model current and proposed landscapes and use results to identify a low-cost, low-input landscape that achieves their client’s or their own goals and values

    Principled development of Workplace English Communication part 3: an Integrated Design and Appraisal Framework

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    Open access article. Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0) appliesBackground: An expanded skillset is needed to meet today’s shifting workplace demands, which involve collaboration with geographically distributed multidisciplinary teams. As the nature of work changes due to increases in automation and the elevated need to work in multidisciplinary teams, enhanced visions of Workplace English Communication (WEC) are needed to communicate with diverse audiences and effectively use new technologies. Thus, WEC is ranked as one of the top five skills needed for employability. Even so, results of employer surveys report that incoming employees lack communication competency (National Association of Colleges and Employers [NACE], 2018). To address this issue, with a focus on WEC teaching and assessment, we describe a framework used to guide the design of WEC modules. We suggest that conceptual frameworks can be used to inform the design process of the module. In this article, we illustrate one such conceptual framework: the Integrated Design and Appraisal Framework (IDAF). IDAF holds consequences of testing as one of its central elements to guide test design and development. It emphasizes categorically identifying and ecologically modeling variables impacting WEC in general and the writing context in particular. It emphasizes the need for developing clearly articulated construct models to underpin the assessment, as well as incorporating a foundational focus on fairness and social consequences into the design process and use of assessments. Questions Addressed: In reference to the IDAF, our article addresses questions in the following three areas: the nature and benefits of an integrated design and appraisal approach to test design, development, and evaluation; the application of IDAF to complex communication tasks captured in formative assessment scenario-based modules of WEC; and the paramount importance of considering fairness and social consequences in the design and use of assessments administered to diverse populations. Thus, this article elaborates on the use of the IDAF to inform the design of WEC modules by explicitly articulating the needs of the test takers, the anticipated uses of the modules, and the contexts in which the modules would be used. Our questions are designed to address increasing complexities associated with the design of complex constructs such as WEC. This article describes considerations for the development of integrated learning and assessment modules for WEC. We start by reviewing principled assessment design frameworks, which have been used to inform the development of complex tasks across disciplines or fields. Following a description of WEC in terms of domain analysis and design patterns, we illustrate the application of the IDAF to inform the design of the modules. We conclude by providing an overview of our research questions and of how our article addressed them. We also discuss lessons learned with respect to the design of the prototype and the delicate balance of engaging in a principled design process that supports goals that empower students of diverse backgrounds to learn WEC. Conclusions: This article illustrates the application of the IDAF to inform the design and development of WEC modules. This article contributes to the literature on WEC and complex assessments of hard-to-assess constructs more generally by offering a way of thinking about designing, assessing, and then evaluating the design and assessment of interactive educational modules for teaching complex communication knowledge and approaches.Ye

    Principled development of Workplace English Communication part 2: Expanded Evidence-Centered Design and Theory of Action frameworks

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    Open access article. Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY NC-ND 4.0) appliesBackground: In today’s rapidly evolving world, technological pressures coupled with changes in the nature of work increasingly require individuals to use advanced technologies to communicate and collaborate in geographically distributed multidisciplinary teams. These shifts present the need to teach and assess an expanded set of knowledge, skills, and attitudes, including how to communicate at work in collaborative environments using diverse forms of technology. They also present the opportunity to create novel forms of instructional materials and forms of assessment that extend the more traditionally used summative assessments to assessments used for learning and instruction. This design process can be facilitated through the use of conceptual frameworks employed to guide assessment design and development. Their use is important to support more expansive and complex design goals emerging in the design of assessments of 21st century skills such as Workplace English Communication (WEC). In this article, we reflect on an evolving WEC construct needed for today’s economy and discuss implications for expanding how we teach and assess it using formative assessments for learning. We then discuss the features of the expanded Evidence-Centered Design for learning and assessment systems (e-ECD) and Theory of Action (ToA) frameworks and illustrate their integrative application to inform the design and development of WEC training modules (or resources). We conclude with suggestions for next steps in this line of research. Questions Addressed: In reference to the e-ECD and ToA frameworks, our article addresses questions in two areas. We illustrate the benefits of using the ToA to explicitly identify the components of an assessment, its action mechanisms, stakeholders’ needs, score-based decisions and their impact, and the services designed for test takers and users. We illustrate the benefits of using the e-ECD framework to guide design efforts in principled ways to enable consideration of both key elements that relate evidentiary elements relevant to the construct, aspects of learning and assessment, and measurement models. Consideration of these frameworks is important to design assessments and make sense of the evidence for meaningful interpretation of students’ results. Conclusions: This article illustrates the application of conceptual (e.g., the e-ECD and ToA) frameworks that can be used to inform the design and development of similar modules for complex tasks of 21st century skills. This article contributes to the literature on WEC and complex assessments of hard-to-assess constructs more generally by offering a way of thinking about designing, assessing, and then evaluating the design and assessment of interactive educational modules for teaching complex communication knowledge and abilities while remaining attentive to (negative) consequences associated with the stakeholders designing, developing, and using the assessments.Ye
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