‘Looking: Thinking: Making’: How is digital culture influencing practice?

Looking: Thinking: Making considers the initial findings and observations gathered during the first phase of a project at Central Saint Martins (CSM), University of the Arts (UAL), investigating the creative processes with which students engage. This collaborative educational research – initially piloted on the MA Fashion Communication with Promotion – focuses on the values, roles and uses of digital capabilities, literacies and spaces, that students experience throughout a one year course. This on-going study provides a framework through which to explore the anxieties of being a creative practitioner in an evolving digital culture with wide ranging modes of communication

How is digital culture influencing your practice?

Looking: Thinking: Making considers the initial findings and observations gathered during the first phase of a project at Central Saint Martins (CSM), University of the Arts (UAL), investigating the creative processes with which students engage. This collaborative educational research ‐ initially piloted on the MA Fashion Communication with Promotion ‐ focuses on the values, roles and uses of digital capabilities, literacies and spaces, that students experience throughout a one year course. This on-going study provides a framework through which to explore the anxieties of being a creative practitioner in an evolving digital culture with wide ranging modes of communication

A journey around my classroom: the psychogeography of learning spaces

During a workshop held at the UAL Learning and Teaching Day we led a session where we used a number of techniques to disrupt the traditional format of a classroom or lecture space. Lectures and classrooms are often associated with static, immovable furniture organised in neat rows, all facing towards a whiteboard or screen, affording specific pedagogies, behaviours, rules and power structures. Our aim in the workshop was to challenge participants’ preconceptions of what might happen in such spaces. Using our observations and reflections on the workshop, this article explores how participants responded to and engaged with the different structures and activities imposed

Die Berufsausbildungseingangsphase: Anforderungen an Auszubildende und ihre Bewältigungsstrategien am Beispiel des Kfz-Mechatronikerhandwerks

Der Einstieg in die duale Ausbildung ist eine Zeit großer Veränderungen, die viele Jugendliche als herausfordernd wahrnehmen. Wie gelingt es Auszubildenden im Kfz-Mechatronikerhandwerk, ihre Arbeits- und Berufswelt fachlich, sozial und emotional zu erschließen und eine tragfähige berufliche Identität zu entwickeln? In der Dissertation werden die Lern- und Entwicklungsprozesse der Auszubildenden im ersten Lehrjahr untersucht. Auf Basis qualitativer Interviews analysiert die Autorin diesen Übergang als spezifischen Sozialisationsprozess, in dem das intensive Lernen angeregt und ein Wandel in der Identitätsentwicklung angestoßen wird. In ihren Ergebnissen erläutert die Autorin, wie junge Auszubildende am Beginn ihres Berufslebens begleitet und unterstützt werden können, um erfolgreich durch diese Transitionsphase zu gehen

Preservation and Cultural Representation in the GDR. The Reconstruction of the Boulevard Unter den Linden, 1945-1989.

Die Straße Unter den Linden gehört zu den bedeutendsten Prachtstraßen Europas. Im 2. Weltkrieg wurde sie fast völlig zerstört. Der Wiederaufbau der Straße unterlag dem Spannungsfeld zwischen einerseits staatlichem Repräsentationsbedürfnis der DDR und andererseits den wechselnden ideologischen und politischen Rahmenbedingungen.Unter den Linden is one of the most important boulevards in Europe. In the second World War it was almost completely destroyed. The reconstruction of the avenue was subject to both the public need for representation of the GDR and changing ideological and political frameworks

Reimagining design education: Renewal and transformation

We live in a time when change is happening globally to an unprecedented extent. The awareness of the phenomena underpins the current discourse and research activities in design and design education. Many design educators understand the demand for change and are looking for new strategies to respond to it. The challenge is how to transform and renew design disciplines and its learning processes so that the next generation of designers can actively and responsibly promote change. Some educators are already focusing on the dimensions of change, namely, contemporary issues such as climate change and sustainable goals. Others are reflecting on how to deal with a world which is becoming more complex and uncertain and considering alternative ways of identifying and developing more sustainable solutions to cope with pressing complex issues. Others yet, are investigating the role of evolving technologies in design education and curricula development. Some are exploring the designers' role and their impact on the changing society. Faced with the complexities that define our present and future lives, design practices can intervene in different ways. In our view, design education must have the capacity to create connections and forms of collaborations amongst creative, human, and science research areas to address the complexities of our times and generate new knowledges, new experiences of experimentation, and new forms of collaboration. With such approach, design educators can support design students in becoming agents of change

Co-creation Across Spaces of Uncertainty: Interdisciplinary Research and Collaborative Learning

Broad Vision was a programme for art / science collaboration that adopted a model of interdisciplinary learning, teaching and research. It brought together students and tutors from art and science subjects to work collaboratively on emergent projects based around a different theme each year. In this case study, we discuss the critical success factors and learning gained from an interdisciplinary co-created curriculum. This includes looking at how collaborative learning, and working at the intersections of the disciplines enabled students to develop new knowledge and understanding in both, their own, and other subject fields

Is there evidence of fetal-maternal heart rate synchronization?

BACKGROUND: The prenatal condition offers a unique possibility of examining physiological interaction between individuals. Goal of this work was to look for evidence of coordination between fetal and maternal cardiac systems. METHODS: 177 magnetocardiograms were recorded in 62 pregnancies (16(th)–42(nd )week of gestation). Fetal and maternal RR interval time series were constructed and the phases, i.e. the timing of the R peaks of one time series in relation to each RR interval of the other were determined. The distributions of these phases were examined and synchrograms were constructed for real and surrogate pairs of fetal and maternal data sets. Synchronization epochs were determined for defined n:m coupling ratios. RESULTS: Differences between real and surrogate data could not be found with respect to number of synchronization epochs found (712 vs. 741), gestational age, subject, recording or n:m combination. There was however a preference for the occurrence of synchronization epochs in specific phases in real data not apparent in the surrogate for some n:m combinations. CONCLUSION: The results suggest that occasional coupling between fetal and maternal cardiac systems does occur

Reimagining design education: Renewal and transformation

We live in a time when change is happening globally to an unprecedented extent. The awareness of the phenomena underpins the current discourse and research activities in design and design education. Many design educators understand the demand for change and are looking for new strategies to respond to it. The challenge is how to transform and renew design disciplines and its learning processes so that the next generation of designers can actively and responsibly promote change. Some educators are already focusing on the dimensions of change, namely, contemporary issues such as climate change and sustainable goals. Others are reflecting on how to deal with a world which is becoming more complex and uncertain and considering alternative ways of identifying and developing more sustainable solutions to cope with pressing complex issues. Others yet, are investigating the role of evolving technologies in design education and curricula development. Some are exploring the designers' role and their impact on the changing society. Faced with the complexities that define our present and future lives, design practices can intervene in different ways. In our view, design education must have the capacity to create connections and forms of collaborations amongst creative, human, and science research areas to address the complexities of our times and generate new knowledges, new experiences of experimentation, and new forms of collaboration. With such approach, design educators can support design students in becoming agents of change

Emergency hospital admissions and three-year survival of adults with and without cardiovascular surgery for congenital cardiac disease

AbstractObjective:This study determined the quantity and nature of emergencies leading to unscheduled hospital admissions of adults with congenital cardiac disease and their mid-term survival.ResultsDuring 1 year, 429 adults with congenital cardiac diseases were admitted 571 times, and 124 admissions (22%) of 95 patients (22%) were emergency admissions. Fifteen of the 95 patients were seen for the first time in 1 of the participating centers. The underlying anomalies were Fallot's tetralogy and pulmonary atresia (n = 26/7), univentricular heart after Fontan procedure (n = 25), atrial septal defect (n = 18), Eisenmenger syndrome (n = 12), complete transposition (n = 11), and others (n = 25). Indications for admission were cardiovascular complications (n = 103; 83%) (arrhythmia, cardiac failure, syncope, pacemaker problems, pericardial tamponade, and sudden death), infections (n = 8, 6%) (endocarditis, pacemaker infection, pneumonia, and cerebral abscess), acute chest pain (n = 7; 6%), and acute abdominal pain (n = 4; 3%). All patients required immediate emergency care, and 16 patients (17%) required urgent cardiovascular or abdominal surgery. Six patients died during the hospital stay. During a follow-up of 2.9 years (SD 0.8), 16 (18%) of the discharged patients died, and 2 additional patients underwent heart or heart-lung transplantation.ConclusionAdults with congenital cardiac disease often experience serious emergency situations with a high in-hospital and mid-term post-hospital mortality. Care given by physicians with special expertise is important in this specific group of patients