Academic literature on the topic 'Enacted agency'
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Journal articles on the topic "Enacted agency"
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Cooper, Marilyn M. "Rhetorical Agency as Emergent and Enacted." College Composition & Communication 62, no. 3 (February 1, 2011): 420–49. http://dx.doi.org/10.58680/ccc201113455.
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Individual agency is necessary for the possibility of rhetoric, and especially for deliberative rhetoric, which enables the composition of what Latour calls a good common world. Drawing on neurophenomenology, this essay defines individual agency as the process through which organisms create meanings through acting into the world and changing their structure in response to the perceived consequences of their actions. Conceiving of agency in this way enables writers to recognize their rhetorical acts, whether conscious or nonconscious, as acts that make them who they are, that affect others, and that can contribute to the common good. Responsible rhetorical agency entails being open to and responsive to the meanings of concrete others, and thus seeing persuasion as an invitation to listeners as also always agents in persuasion.
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Brody, Justin. "The Enacted KOAN – An Agent's Knowledge of Agency." Procedia Computer Science 88 (2016): 211–16. http://dx.doi.org/10.1016/j.procs.2016.07.427.
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Prabhu, Vikas N. "Enacted Clock-Time: How Temporal Agency Structures Strategic Activity." Academy of Management Proceedings 2021, no. 1 (August 2021): 12499. http://dx.doi.org/10.5465/ambpp.2021.12499abstract.
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Ara, Easnin, Hazel Tucker, and Willem J. L. Coetzee. "Handicrafts-enacted: Emplacing non-human agency in ethnic tourism." Journal of Hospitality and Tourism Management 50 (March 2022): 345–54. http://dx.doi.org/10.1016/j.jhtm.2022.01.008.
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Kuby, Candace R., Tara Gutshall Rucker, and Laura H. Darolia. "Persistence(ing): Posthuman agency in a Writers’ Studio." Journal of Early Childhood Literacy 17, no. 3 (August 12, 2017): 353–73. http://dx.doi.org/10.1177/1468798417712067.
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This manuscript focuses on agency from a posthumanist stance. For so long, educators’ definitions of agency have focused solely on people. As we read more on posthuman ideas of agency, we were also reading Deleuze and Guattari’s work on philosophy and concepts. These two bodies of scholarship intra-acted with each other to create newness of ideas for us. In other words, readings on philosophy and concepts have helped us to better understand what posthumanist enacted agency is (or what it does). In order to think about enacted agency, we invited the concept of persistence(ing) to think-with-us-and-data-and-theories. Situated in a second grade Writers’ Studio, during a study on personal narratives, we found ourselves intrigued by a 20-minute clip of Katie-working-with-materials to create a 3-dimensional cabin as a way to bring her readers/users to the National Parks to which she travelled with her family. We invite the reader to consider: What is posthuman agency? Or more-than-human agency? How do you know when you see it happening? How do you go about researching this agency? Perhaps most importantly, why does it matter for literacy educators to think of agency as enacted between humans and nonhumans? We conclude by discussing several insights from analysis and why posthuman agency is productive for early literacy research and pedagogy.
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Nieswand, Boris. "Enacted Destiny:West African Charismatic Christians in Berlin and the Immanence of God." Journal of Religion in Africa 40, no. 1 (2010): 33–59. http://dx.doi.org/10.1163/002242010x12580044312982.
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AbstractThe focus of this article is the concept of enacted destiny, which was identified among charismatic Christians of West African origin in Berlin. Different from more fatalistic concepts of destiny, it combines a strong notion of free agency with a strong notion of a good, almighty, and immanent God. The imaginary of enacted destiny is constituted by two components: 1. presituational religious empowerment by which charismatic Christians can reduce complexities, anxieties, and insecurities in the context of decision making; and 2. postsituational sense-making by which divine agency is ascribed to an originally ambiguous situation. Both components temporally embrace the actions of West African charismatic Christians in Berlin. Actions thereby become the means through which God becomes immanent in the everyday lives of West African charismatic Christians in Berlin and enacted destiny a category of movement toward convergence of human and divine agency.
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Tweed, Andrew D., and Hayo Reinders. "Agency and Affordances in Study Abroad." Education Sciences 13, no. 4 (March 23, 2023): 327. http://dx.doi.org/10.3390/educsci13040327.
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Research in study abroad (SA) has developed over the past several decades, with an increasing focus on individual learners and their experiences. Despite this trend, it remains unclear what affordances beyond the classroom are available to students and whether and how learners enact their agency to make use of the available opportunities. The present study adopts an ecological framework to examine how four Japanese learners enacted their agency to capitalize on affordances for language learning beyond the classroom during study abroad. Agency is understood as a multidimensional construct, with both internal and external dimensions. Learners utilized a smartphone application to regularly report their language use and associated reflections. Further details about their experiences were elicited by post-study abroad questionnaires and interviews. The findings reveal the various kinds of language episodes reported by the students and how these learners exercised their agency in relation to their learning experiences. A discussion of what factors likely contributed to these learners’ enacting their agency is included. The study concludes with implications for supporting students’ out-of-class learning during study abroad.
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Rachmawati Nur, Maulidia, and Restu Luthfiani Maulida. "EFL Teacher Agency in Merdeka Curriculum." JADEs Journal of Academia in English Education 5, no. 1 (June 30, 2024): 119–44. http://dx.doi.org/10.32505/jades.v5i1.8568.
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Curriculum is undoubtedly a crucial part of education. In Indonesia, education curriculum has already undergone several changes. Among others, the newly introduced and implemented one is called “Kurikulum Merdeka”. This study aimed to investigate how English teachers enact agency in English teaching process under curriculum change (Kurikulum Merdeka) and what are the challenges in English teaching process use Kurikulum Merdeka. A case study was used as the research design in this study. Interview guidelines and questionnaires were used as the instruments to get the data. The participants were five English teachers from four Junior high schools in Bogor, Jawa Barat, Indonesia. The result or findings showed that English teachers enacted agency in their teaching process used Kurikulum Merdeka with several characteristics, namely: Teacher Intentional Action, Teacher Autonomy, Teacher Professional Growth, Teacher Collaboration and Teacher Contextualization. And there are several problems or challenges in teaching English used Kurikulum Merdeka, such as: lack of information, lack of facilities and infrastructure, and students’ abilities. To solve the problems or to face the challenges collaboration from government, school support, teachers, parents and students is needed.
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Paredes-Mendez, Lucelly, Ingrid Alexandra Troncoso-Rodriguez, and Sandra Patricia Lastra-Ramirez. "Enacting Agency and Valuing Rural Identity by Exploring Local Communities in the English Class." Profile: Issues in Teachers' Professional Development 23, no. 1 (January 5, 2021): 125–42. http://dx.doi.org/10.15446/profile.v23n1.85984.
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This article reports on an action research study about the exploration of local communities to enact agency and value rural identity. Thirty-three students from a rural public school in Colombia participated in the study. Our aim was to examine ways in which students enacted agency as a result of participating in local community inquiry to realize the predominant value of their identity as farmers. Data were gathered through a focus group, interviews, students’ artifacts, and teacher journals. Results showed that when communities are linked with classroom practices and foreign language learning, English becomes a vehicle to explore their places, who they are as members of the community, and how to promote decision making to help others.
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Jakobsen, Janet R. "Agency and Alliance in Public Discourses about Sexualities." Hypatia 10, no. 1 (1995): 133–54. http://dx.doi.org/10.1111/j.1527-2001.1995.tb01357.x.
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Alliance politics is not always an easy proposition. In public discourses about sexualities, unexpected alliances and splits occur even as accomplished alliances fail to achieve their political goals. By considering the models of agency enacted in a series of these alliances, I question how lesbian and feminist and queer actors can more effectively pursue alliance politics in relation to VS. public policy.
Dissertations / Theses on the topic "Enacted agency"
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Hard, Louise. "How is leadership understood and enacted within the field of early childhood education and care." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16213/1/Louise_Hard_Thesis.pdf.
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The field of Early Childhood Education and Care (ECEC) traditionally encompasses care and education for children aged from birth to eight years. In this study, the focus is specifically on the field that provides services for children in prior to school settings, that being the birth to five sector. This sector is highly feminised and has emerged over the last century from philanthropic roots. Despite considerable work into leadership in other areas, until recent times, attention to aspects of leadership has been limited within the ECEC field and much of the research undertaken has focused heavily on centre-based leadership. This study investigated how personnel, from a range of services, understand and enact leadership. In terms of data analysis it draws heavily on symbolic interactionism as a methodological tool and engages standpoint feminist theory to inform the analytical process.
Data were gathered from semi-structured interviews with twenty-six participants who also identified artefacts, which they considered influenced and supported their understandings of leadership. In addition, two focus groups were conducted to explore themes emerging from early analysis of the data. Findings indicate two categories, which emerge as relevant to how leadership is understood and enacted by participants. The first of these is the concept of interpreted professional identity, which reflects participants' interpretations of who they are as early childhood professionals informed by their own views and the views of others. How individuals interpret their sense of self (manifest in their professional identity) is influential in the secondary category, which is interpreted leadership capacity. This category reflects participants' leadership activity or inactivity.
The analysis reflects a complex interplay between how participants interpret their professional sense of self (interpreted professional identity) and their capacity and willingness to enact leadership (interpreted leadership capacity). Individuals in the formation of their professional identity interpret factors, both internal to the ECEC field and external (through social expectations). The culture of the ECEC field (internal factors) includes competing elements such as a discourse of niceness juxtaposed against examples of horizontal violence. Factors external to the field suggest there are lingering social associations between heroic male images and leadership, which make women as leaders problematic. Within a highly feminised field such as ECEC, this study brings new perspectives to understandings of leadership and its enactment.
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Hard, Louise. "How is leadership understood and enacted within the field of early childhood education and care." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16213/.
Full textAbstract:
The field of Early Childhood Education and Care (ECEC) traditionally encompasses care and education for children aged from birth to eight years. In this study, the focus is specifically on the field that provides services for children in prior to school settings, that being the birth to five sector. This sector is highly feminised and has emerged over the last century from philanthropic roots. Despite considerable work into leadership in other areas, until recent times, attention to aspects of leadership has been limited within the ECEC field and much of the research undertaken has focused heavily on centre-based leadership. This study investigated how personnel, from a range of services, understand and enact leadership. In terms of data analysis it draws heavily on symbolic interactionism as a methodological tool and engages standpoint feminist theory to inform the analytical process. Data were gathered from semi-structured interviews with twenty-six participants who also identified artefacts, which they considered influenced and supported their understandings of leadership. In addition, two focus groups were conducted to explore themes emerging from early analysis of the data. Findings indicate two categories, which emerge as relevant to how leadership is understood and enacted by participants. The first of these is the concept of interpreted professional identity, which reflects participants' interpretations of who they are as early childhood professionals informed by their own views and the views of others. How individuals interpret their sense of self (manifest in their professional identity) is influential in the secondary category, which is interpreted leadership capacity. This category reflects participants' leadership activity or inactivity. The analysis reflects a complex interplay between how participants interpret their professional sense of self (interpreted professional identity) and their capacity and willingness to enact leadership (interpreted leadership capacity). Individuals in the formation of their professional identity interpret factors, both internal to the ECEC field and external (through social expectations). The culture of the ECEC field (internal factors) includes competing elements such as a discourse of niceness juxtaposed against examples of horizontal violence. Factors external to the field suggest there are lingering social associations between heroic male images and leadership, which make women as leaders problematic. Within a highly feminised field such as ECEC, this study brings new perspectives to understandings of leadership and its enactment.
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Meziani, Mekki Meriam. "La place de la culture professionnelle dans les pratiques initiales de formation initiale des infirmiers à l'éducation thérapeutique du patient, un agir énacté." Electronic Thesis or Diss., Université de Lille (2022-....), 2025. http://www.theses.fr/2025ULILH002.
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L'éducation thérapeutique du patient (ETP) et sa mise en œuvre dans la formation initiale des infirmiers constituent un enjeu pour la santé publique et pour le développement de la profession, dans un contexte dominé par les paradigmes biomédical et néolibéral. Dans ce contexte, des études empiriques récentes révèlent des contradictions entre les ambitions théoriques portées par divers cadres de référence et l'opérationnalisation de l'ETP sur le terrain, soulignant la complexité de sa mise en œuvre individualisée et de son enseignement. Parallèlement, la transition professionnelle des formateurs passant des soins à la formation s'effectue avec peu de préparation spécifique à ces enjeux qui s'ajoutent à ceux de la professionnalisation des étudiants dans le cadre d'une formation réformée par le LMD. De plus, l'analyse de l'évolution de la profession infirmière, tant dans sa trajectoire historique que dans ses dynamiques contemporaines, montre la persistance et la reproduction de subordination au paradigme médical, en contradiction avec les principes du prendre soin qui se trouvent au cœur de l'ETP, en tant qu'elle constitue un soin. Ces paradoxes soulèvent des interrogations sur les pratiques de formation initiale des infirmiers mises en œuvre pour permettre aux étudiants de développer des compétences d'ETP et conduisent à s'intéresser aux dynamiques culturelles qui sous-tendent les pratiques. S'il existe de nombreuses recherches sur les pratiques des formateurs en soins infirmiers, aucune d'entre elles ne traite de l'enseignement de l'ETP ni de leur dimension culturelle. Cette recherche se propose de combler cette lacune, en participant à l'intelligibilité des pratiques de formation initiale des infirmiers à l'ETP, dans leur dimension culturelle.Pour ce faire, nous nous appuyons sur un ancrage théorique combinant la phénoménologie, le pragmatisme de Dewey et l'anthropologie culturelle. Cette approche interdisciplinaire permet d'explorer trois dimensions complémentaires : le vécu subjectif des formateurs, la manière dont ils reconstruisent continuellement leur expérience en situation et les structures culturelles qui sous-tendent leurs pratiques. D'un point de vue méthodologique, nous utilisons une triangulation de méthodes combinant 20 entretiens semi-directifs avec une attention particulière au récit d'expérience et 19 entretiens s'appuyant sur les techniques de l'explicitation développées par Vermersch (1994). Notre démarche d'interprétation des données empiriques s'appuie sur la méthode d'analyse par catégories conceptualisantes (Paillé & Mucchielli, 2016). Les résultats montrent que l'expérience du soin et celle de l'ETP affinent les capacités sensibles et de transaction des formateurs leur permettant de développer des schèmes relevant du prendre soin qu'ils réinvestissent dans leurs pratiques de formation. Ils mettent en lumière des patterns culturels, tels qu'une culture de l'écoute clinique et de l'empathie transposée du soin ainsi qu'une valorisation de l'expérience dans toutes ses dimensions. Cet ensemble de savoirs laisse émerger un agir énacté s'appuyant sur une praxis psychophénoménologiqueTherapeutic Patient Education (TPE) and its implementation in initial nursing education represents a significant challenge for public health and the development of the nursing profession, within a context dominated by biomedical and neoliberal paradigms. In this context, recent empirical studies reveal contradictions between the theoretical ambitions supported by various frameworks and the operationalization of TPE in practice, highlighting the complexity of its individualized implementation and teaching. Concurrently, the professional transition of educators from healthcare to teaching occurs with minimal specific preparation for these challenges, which are in addition to those of professionalizing students within a curriculum reformed by the LMD system. Moreover, analysis of the nursing profession's evolution, both in its historical trajectory and contemporary dynamics, demonstrates the persistence and reproduction of subordination to the medical paradigm, contradicting the principles of care that are central to TPE as a form of care. These paradoxes raise questions about the initial nursing education practices implemented to enable students to develop TPE competencies and lead to an interest in the cultural dynamics underlying these practices. While numerous studies exist on nursing educators' practices, none address TPE teaching or its cultural dimension. This research aims to fill this gap by contributing to the understanding of initial nursing education practices in TPE, focusing on their cultural dimension. To achieve this, we rely on a theoretical foundation combining phenomenology, Dewey's pragmatism, and cultural anthropology. This interdisciplinary approach allows for the exploration of three complementary dimensions: the subjective experiences of educators, how they continuously reconstruct their experience in situ, and the cultural structures underpinning their practices. Methodologically, we employ a triangulation of methods combining 20 semi-structured interviews with a particular focus on experience narratives and 19 interviews utilizing the explicitation techniques developed by Vermersch (1994). Our approach to interpreting empirical data is based on the method of analysis using conceptualizing categories (Paillé & Mucchielli, 2016). The results demonstrate that experiences in care and TPE refine educators' sensory and transactional capacities, allowing them to develop schemas related to care that they reinvest in their educational practices. They illuminate cultural patterns such as a culture of clinical listening and empathy transposed from care, as well as a valorization of experience in all its dimensions. This body of knowledge gives rise to an enacted agency based on a psycho-phenomenological praxis
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Kalmykova, Elena. "Dissolving Dualism : A Tripartite Model of Cognition for Religious Truth." Doctoral thesis, Uppsala universitet, Religionsfilosofi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-150622.
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This investigation can be described as a long journey to a final destination: a truth in religion. We start by considering dualism of the subjective and the objective, the classical model of cognition that underlies notions of truth. Dualistic notions of cognition lead to serious problems, especially for religious truth. Religions claim to state truths about the nature of the universe and human destiny, but these truths are incompatible. With a dualistic model this problem of diversity of religious truths leads to fundamentalism or relativism. Thus, this research aims to turn to the roots of the cognitive situation and investigate the way we cognize and relate to the world to provide a better model. As we consider the philosophical theories and empirical investigations of cognition, we come to the conclusion that dualism of the subjective and objective is not tenable. As the findings of contemporary mind sciences and phenomenologically oriented research indicate, human cognition is embodied, embedded, enacted, extended, and shaped by language. Thus, I propose to re-conceptualize the cognitive situation to provide a better philosophical account. I put forward a tripartite model of cognition, which unites language, action, and environment. The consequent application of this model to the issues of truth and religion shows that we can avoid the problem of diversity of truth claims. A tripartite model allows us to explain how we can maintain religion as true, despite the diversity of religious truth claims. Additionally, as this model is fundamental, its application leads to various new findings and inferences, which render anew the world and the way humans relate to it. Thus, our journey brings us to new frontiers of investigation.
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Elfström, Pettersson Katarina. "Playing a part in preschool documentation : A study of how participation is enacted in preschool documentation practices and how it is affected by material agents." Licentiate thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-112874.
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The aim of the present study is to explore how children’s participation is constructed and enacted in preschool documentation and what kinds of activities evolve between teachers, children and material objects in preschool documentation practices. The study is based on videorecorded observations of teachers and children documenting different preschool activities in two preschool groups. The video observations are analysed using theoretical perspectives on power relations, governmentality, documentality and agentic realism. The results are presented in two research articles. The results show the complexity of children’s participation in preschool documentation practice. In the first article two different documentation methods, with different theoretical underpinnings, were used in the preschool: portfolio and pedagogical documentation. The results show that, regardless of documentation method, children’s participation varied from attendance to involvement and influence, which can be seen as two ends of a power relation. Power relations between teachers and children also varied between situations as well as within individual situations. The result of the second article shows that children’s participation in preschool documentation practices, as well as the documentation itself, was affected and controlled not only by the humans present, but also by different material agents, such as photos and colour-coded labels. Taking material agents into account allows for a broader understanding of documentation practices, which in turn could open up for new forms of children’s participation in preschool documentation.Syftet med studien som utgör grunden för uppsatsen var att undersöka hur barns delaktighet i förskolans dokumentation är konstruerad och ”görs” och vilken typ av aktivitet som utvecklas mellan lärare, barn och materiella objekt inom förskolans dokumentationspraktik. Studien är baserad på videoinspelade observationer av lärare och barn som dokumenterar olika aktiviteter i förskolan på två förskoleavdelningar. Videoobservationerna analyserades med hjälp av teoretiska perspektiv på maktrelationer, governmentality, documentality och agentic realism. Resultatet presenteras i två vetenskapliga artiklar. Resultaten visar komplexiteten i barns delaktighet i förskolans dokumentationspraktik. I den första artikeln studerades användningen av två olika dokumentationsmetoder, med olika teoretiska underbyggnad, nämligen portfolio och pedagogisk dokumentation. Resultatet visar att barns delaktighet varierade från deltagande till medverkan och inflytande oavsett vilken dokumentationsmetod som användes. Detta kan ses som två ändpunkter av en maktrelation. Maktrelationer mellan lärare och barn varierade också mellan situationer och inom en situation. Resultatet av den andra artikeln visar att barns deltagande i förskolans dokumentationspraktik samt också dokumentationen i sig, påverkades och styrdes, inte enbart av de deltagande personerna, men också av olika materiella agenter, till exempel foton och färgade etiketter. Att även beakta materiella agenter innebär att förståelsen av dokumentationspraktiken kan vidgas, vilket i sin tur skulle kunna öppna upp för nya sätt för barn att vara delaktiga i förskolans dokumentationspraktik.
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Schröder, Thomas. "Sustainability in practice : a study of how reflexive agents negotiate multiple domains of consumption, enact change, and articulate visions of the 'good life'." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/sustainability-in-practice-a-study-of-how-reflexive-agentsnegotiate-multiple-domains-of-consumption-enact-change-andarticulate-visions-of-the-good-life(c19dc146-1b93-402e-b3b5-cbbd3f6778be).html.
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A small proportion of people claim to live and consume in ways they consider more sustainable in social and environmental terms. As yet, we do not know how many exactly, but possibly no more than 5-10% of the population. The thesis intentionally focuses on this minority finding there are at least three reasons why it is interesting to do so. First because they are all but ignored in sociologies of practice in the context of sustainable consumption which considers this minority an insignificance and focuses almost exclusively on 'mainstream' majority which more closely maps onto the stereotype of 'consumer society'. Second because we think we can learn much from juxtapositioning this group empirically against the spectrum of theories of practice to devise more robust and appropriate theoretical explanation of how these subjects, in the context of everyday practice, negotiate the many interpretations and contradictions involved in trying to put 'sustainability' into practice. Third because by understanding them better we can reflect on theoretical, empirical and policy implications for nudging this minority of the population to a higher percentage. The thesis sits at one end of a spectrum of positions in theories of practice applied to consumption, and in particular with a normative interest in sustainable consumption. It aligns with those who seek to re-insert the reflexive agent into accounts of practice, with particular reference to the conceptual construct of the 'citizen-consumer' and the context of political consumption (Spaargaren & Oosterveer 2010). Referring to theories of consumption, the thesis adds perspectives on how people negotiate multiple domains of consumption simultaneously since everyday practice involves interactions across multiple domains (such as eating, mobility, householding); and yet typically in theories of practice these are artificially separated into single domains. The study therefore considers the implications which domains have on how particular practices are carried out, first separately (per domain) and then as they come together (in a cross-cutting domain perspective). The study then takes theories of practice as a springboard to develop a theoretical position and framework which better fits the narrated accounts of the 37 subjects who participated in this study. In iteratively co-developing a theoretical framework and multiple 'stages' of empirical research (using grounded theory methodology) the study seeks to explain theoretically how subjects justify their 'doings' (drawing on 'conventions' and 'orders of worth' (Boltanski & Thévenot 2006)); how they appear to muddle through as best they can (introducing 'bricolage' (Lévi-Strauss 1972)); and how subjects appear to devise decision short-cuts when approaching decisions characterised by the multiple contradictions of sustainable consumption and incomplete or 'too much' information (introducing heuristics (Gigerenzer & Gaissmaier 2011)). In joining calls to re-insert the reflexive agent to account for how, when and why subjects enact changes towards trajectories which they consider 'more sustainable' in their own terms, the study takes inspiration from Margaret Archer's morphogenesis approach (1998) and explores her model of multiple modes of reflexivity, announcing certain modes as 'better fitting' conditions of late modernity. The study finally finds that contrary to a notion of the un-reflexive agent, the citizen-consumer is able to articulate visions of the 'good life'. In addition she is able to fold these visions back onto everyday practices performed in the past, present and future, laying out normative guidelines and positive accounts of how to achieve personal or societal well-being and happiness. The overarching positioning of the study is much inspired by Andrew Sayer's (2011; 2000) 'normative turn' calling upon social sciences to re-instate research into the things about which people care. The study is therefore guided by the overarching question of how people translate their environmental and/or social concerns into the ways in which they live and consume.
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"Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes." Thesis, 2013. http://hdl.handle.net/10388/ETD-2013-08-1154.
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This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, science curriculum in Saskatchewan founded on a philosophy of inquiry and on a broader, more holistic definition of scientific literacy, both Western and Indigenous. This inquiry draws on an ontology of lived experience (Dewey, 1938) and, more subtly, on the borderland of narrative inquiry and complexity science in order to illustrate the emergence and coming to knowing (Delandshire, 2002; Ermine, as cited in Aikenhead, 2002) of our identities in a way that avoids the reduction in complexity of our experiences. While my initial wonders persisted throughout the research as I lived alongside Beth, Joel, and Christina for two years, they diffracted into the contextualized wonder: how do we share a philosophy of inquiry with each other and with our students? As such, this inquiry is a sharing about our own identities, about our own agency, about identity work, and about which experiences we choose to (re)engage with as we attempt to (re)find the narrative diversity, both individual and collective, necessary to shift from enacted identities to 'wished-we-could-enact' identities. This exploration of our 'mo(u)rning stories', early experiences from our shifting identities after stepping through the liminal and onto emergent inquiry landscapes, or our 'stories to relive with' provides a language and context to our shifting identities and hence, to science education, as we move towards a more holistic and humanistic form of scientific literacy for all our students. What emerged through the enmeshing of our landscapes and through the construction of voids in existing practices, followed by deformalizations in assessment and planning, was the development of a way of sharing our philosophy of inquiry and hence, our shifting identities. The artifacting and sharing of our contextualized inquiry experiences highlighted the rich assessment making, and curriculum making experiences (Huber, Murphy & Clandinin, 2011) we shared with our students and highlighted a view of assessment as a relationship. As we told and retold our stories to relive with, our identities shifted towards those more akin to facilitator and anthropologist and away from sage and engineer/architect.
Books on the topic "Enacted agency"
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United States. Government Accountability Office. Chemical regulation: Comparison of U.S. and recently enacted European Union approaches to protect against the risks of toxic chemicals : report to Congressional requesters. Washington, D.C: United States Government Accountability Office, 2007.
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Office, General Accounting. [ Impoundments, historical information and statistics on proposed and enacted rescissions, fical years 1974-1995]. Washington, D.C: The Office, 1996.
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Appiah, Frank. Procurement Agent: Leelus Programming (Object Enacted Language). Uk: Open Library, 2020.
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[Proposed and enacted rescissions]: [updated rescission statistics to the Congress]. Washington, D.C: The Office, 1993.
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Kukla, Quill R. City Living. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190855369.001.0001.
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This book is about urban spaces, urban dwellers, and how these spaces and people make, shape, and change one another. It is the first systematic philosophical investigation of the nature of city life and city dwellers. It draws on empirical and ethnographic work in geography, anthropology, urban planning, and several other disciplines in order to explore the impact that cities have on their dwellers and that dwellers have on their cities. It begins with a philosophical exploration of spatially embodied agency and of the specific forms of agency and spatiality that are distinctive of city living. It explores how gentrification is enacted and experienced at the level of embodied agency, arguing that gentrifying spaces are contested territories that shape and are shaped by their dwellers. The book then moves to an exploration of repurposed cities, which are cities materially designed to support one sociopolitical order but in which that order collapsed, leaving new dwellers to use the space in new ways. Through a detailed original ethnography of the repurposed cities of Berlin and Johannesburg, the book makes the case that in repurposed cities, we can see vividly how material spaces shape and constrain the agency and experience of dwellers, while dwellers creatively shape the spaces they inhabit in accordance with their needs. The book ends with a reconsideration of the right to the city, asking what would be involved in creating a city that enabled the agency and flourishing of all its diverse inhabitants.
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Aradau, Claudia. Articulations of Sovereignty. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.375.
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Sovereignty has been variously understood as the given principle of international relations, an institution, a social construct, a performative discourse subject to historical transformation, or a particular practice of power. The “articulations” of sovereignty refer to sovereignty as a practice that is worked on and in turn works with and against other practices. Alongside territory and supreme authority, sovereignty is characterized by the capacity to make and enforce laws. Sovereignty has also been defined in opposition to rights, as the spatiotemporal limits it instantiates are also the limits of rights. Another conceptualization of sovereignty has been revived in international relations, partly in response to the question of exclusions and limits that sovereign practices enacted. In addition, sovereignty is not inextricably tied up with the state but is articulated with heterogeneous and contradictory discourses and practices that create meaning about the international, and has consequences for the kind of community, politics, and agency that are possible. There are three effects of the logic of sovereignty in the international system: the ordering of the domestic and the international, the spatio-temporal limits to politics, and the exclusions from agency. In addition, there are three renditions of the international as a “thick” social space: those of globalization theories, of biopolitics, and of empire.
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Sellevold, Kirsti. On the Borders of the Ostensive. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198794776.003.0006.
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This chapter studies uses of blushing as emotional expression both independently and in combination with the scalar expression almost in Edith Wharton’s The House of Mirth. Introducing the notion of ‘emotional vigilance’, it argues that uses of involuntary emotional expression play an essential role in the communicative effect of the novel and are enacted at both the ostensive and the non-ostensive level, through authorial agency and character behaviour respectively. The scalar expression almost pinpoints how the almost-but-not-quite-fulfilled love story between the two main characters is articulated, and arguably made to happen, by such expressions. Together, they create a rich web of implicatures and implications, the space in which the suspense of the novel and its tragic outcome are played out. The chapter thus explores the borders of the ostensive; that is to say, of the conditions within which relevance itself operates.
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Hunt, Thomas M. WADA and Doping in World Sport. Edited by Robert Edelman and Wayne Wilson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199858910.013.30.
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Performance enhancement in sport has a long and controversial history. Although several organizations enacted prohibitions on the subject of doping prior to the Second World War, public scrutiny on the issue remained relatively light until the second half of the twentieth century. Beginning in the 1960s, officials passed a number of regulatory measures with the twin goals of protecting the health of athletes and ensuring the fairness of competitions. Due partially to the effects of Cold War political rivalries, the use of drugs by athletes nevertheless remained widespread in the world of sport. This policy situation changed dramatically with the end of the superpower conflict in 1991, however. The following decade was marked by increasingly vociferous calls for reform from outside the international governance structure for sport. In February of 1999, regulatory powers over the subject were centralized in a new organization called the World Anti-Doping Agency (WADA).
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Mukherjee, Sreemati. Women and the Romance of the Word. Bloomsbury Publishing india Pvt. Ltd, 2024. http://dx.doi.org/10.5040/9789356406032.
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Around the middle of the 19th century, woman emerges as a new sign disrupting the cultural economy of Bengal and reversing and realigning conventional notions and expectations of woman’s agency and power. The colonial interface would have been important because a need for women’s overall development was felt amongst the male intelligentsia of the period and some of the key texts that circulated at the beginning of the 19th century were Mary Wollstonecraft’sVindication of the Rights of Woman(1792), Thomas Paine’sRights of Man(1791), James Mill’sHistory of British India(1817), Richard Carlile’sEvery Woman’s Book(1826) and William Thompson’sAppeal of One Half the Human Race, Women, against thePretensions of the Other Half, Men(1825). The inaugural moment of this outstanding efflorescence of women’s writing in polemics, travel writing, autobiography and journal articles could be said to begin with Kailashbasini Devi’sHindu Mahilaganer Heenabastha(The Woeful Plight of Hindu Women, 1863), in autobiographies like Rassundari Devi’sAmar Jiban(My Life, 1876) and Binodini Dasi’sAmar Katha(My Words, 1913) and in personalised travelogues like Krishnabhabini Das’sEnglande Banga Mahila(A BengaliWoman in England, 1885). As Kailashbasini, Rassundari, Krishnabhabini and Binodini write, the romance of the word, the romance of learning and self-realisation is enacted. A new dramatic script emerges as Bengali women become the scriptwriters of their own histories.
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Huggins, Robert, and Piers Thompson. A Behavioural Theory of Economic Development. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198832348.001.0001.
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This book is motivated by a belief that theories of economic development can move beyond the generally known factors and mechanisms of such development. It establishes a behavioural theory of economic development illustrating that differences in human behaviour across cities and regions are a significant deep-rooted cause of uneven development. Fusing a range of concepts relating to culture, psychology, human agency, institutions, and power, it proposes that the uneven economic development and evolution of cities and regions within and across nations are strongly connected with the underlying forms of behaviour enacted by humans both individually and collectively. Integrating theoretical and empirical analysis, the book builds upon entrepreneurial and innovation theories of economic evolution to make sense of the cultural, psychological, and agentic components and elements of city and regional economic ecosystems that lead to long-term differentials in development. For social scientists with an interest in understanding the nature of uneven economic development, the book provides a novel theory of the role of human behaviour, psychocultural context, and institutions in the evolution and uneven development of cities and regions. This human behaviour is framed in the form of the ‘behavioural profile’ of cities and regions encompassing citizens in terms of their personalities, cultural histories, aspirations, and perceived opportunities, as well as their broader propensities to act in certain ways.
Book chapters on the topic "Enacted agency"
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Law, John, and Annemarie Mol. "The Actor-Enacted: Cumbrian Sheep in 2001." In Material Agency, 57–77. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-74711-8_4.
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Dionísio, João. "1.2.8. Drafts on the Iberian Peninsula." In Comparative History of Literatures in European Languages, 202–13. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/chlel.xxxv.14dio.
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Previously unobserved in a global view, drafts belonging to Iberian literary and cultural traditions are here exploratorily approached in accordance with a wide sense of the term “draft”. The chapter is divided into four sections: following some preliminary remarks, several desiderata for a future history of drafts in the Iberian Peninsula are presented; the second section reflects upon the coincidence (or lack thereof) between intellectual property and scribal agency in the composition of drafts; the third is focused on the morphology and function of blank spaces in genetic materials; the conclusion discusses, and contests, the idea of the draft as an unsuitable transcription, arguing in turn for its status as a site where fluid authorial goals are enacted.
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Dionísio, João. "1.2.8. Drafts on the Iberian Peninsula." In Comparative History of Literatures in European Languages, 202–13. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/chlel.35.14dio.
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Previously unobserved in a global view, drafts belonging to Iberian literary and cultural traditions are here exploratorily approached in accordance with a wide sense of the term “draft”. The chapter is divided into four sections: following some preliminary remarks, several desiderata for a future history of drafts in the Iberian Peninsula are presented; the second section reflects upon the coincidence (or lack thereof) between intellectual property and scribal agency in the composition of drafts; the third is focused on the morphology and function of blank spaces in genetic materials; the conclusion discusses, and contests, the idea of the draft as an unsuitable transcription, arguing in turn for its status as a site where fluid authorial goals are enacted.
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Krase, Jerome, and Timothy Shortell. "Story-Making and Photography: The Visual Essay and Migration." In IMISCOE Research Series, 141–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67608-7_8.
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AbstractIt can be argued that migrants express their own agency, via spatial practices, to change the meanings of the spaces and places they occupy and use. Although they are not the most powerful agents in our glocalized world, they nevertheless sometimes consciously and more often unconsciously, compete with others to visually define their micro-worlds for themselves and, therefore, for more powerful others as well (Krase & Shortell, 2015). Of course, migrants move, but they also settle and can establish more or less permanent enclaves. As students of mid- to large-scale urban change, we focus on commercial neighborhood vernacular landscapes which we argue have the greatest visual impact on observers. As we argue here, special attention should be paid to the visible products of their settlement which are enacted in local vernacular landscapes. For example, markets, places of worship, and even the patterns of dress of people on the street can serve as powerful semiotics or “markers” of change due to migration. It must be noted at the outset that social scientist, like ordinary observers, must avoid the common tendency to essentialize these visible signs that contribute to the problem of stereotyping social groups.
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Geronazzo, Michele, and Stefania Serafin. "Sonic Interactions in Virtual Environments: The Egocentric Audio Perspective of the Digital Twin." In Sonic Interactions in Virtual Environments, 3–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04021-4_1.
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AbstractThe relationships between the listener, physical world, and virtual environment (VE) should not only inspire the design of natural multimodal interfaces but should be discovered to make sense of the mediating action of VR technologies. This chapter aims to transform an archipelago of studies related to sonic interactions in virtual environments (SIVE) into a research field equipped with a first theoretical framework with an inclusive vision of the challenges to come: the egocentric perspective of the auditory digital twin. In a VE with immersive audio technologies implemented, the role of VR simulations must be enacted by a participatory exploration of sense-making in a network of human and non-human agents, called actors. The guardian of such locus of agency is the auditory digital twin that fosters intra-actions between humans and technology, dynamically and fluidly redefining all those configurations that are crucial for an immersive and coherent experience. The idea of entanglement theory is here mainly declined in an egocentric spatial perspective related to emerging knowledge of the listener’s perceptual capabilities. This is an actively transformative relation with the digital twin potentials to create movement, transparency, and provocative activities in VEs. The chapter contains an original theoretical perspective complemented by several bibliographical references and links to the other book chapters that have contributed significantly to the proposal presented here.
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Venegas-Weber, Patricia. "8. Bi/Multilingual Teachers’ Professional Holistic Lives: Agency to Enact Inquiry-based and Equity-oriented Identities across School Contexts." In Theorizing and Analyzing Language Teacher Agency, edited by Hayriye Kayi-Aydar, Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese, and Gergana Vitanova, 121–38. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923927-010.
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Krzemień, Marcin. "How Can Sustainable Finance Regulation Contribute to the Funding of the EU’s Environmental and Climate Transition?" In The European Green Deal and the Impact of Climate Change on the EU Regulatory Framework, 225–43. Bruxelles: Presses universitaires Saint-Louis Bruxelles, 2024. http://dx.doi.org/10.4000/12kfb.
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This chapter considers the recently enacted European Union regulations in the field of sustainable finance. Key secondary pieces of sustainable finance legislation have been reviewed. They have been discussed in the context of the EU’s environmental strategy. The chapter discusses the architecture of the European sustainable finance framework and its potential impact on the realisation of the European Green Deal agenda.
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Powell, Sean Robert. "Contingency | Agency | Act." In The Ideology of Competition in School Music, 92—C6P54. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197570838.003.0006.
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Abstract This chapter argues that the key to escaping the grip of ideology is to see our current social structure not as necessary, natural, or inevitable (a form of realism) but as contingent. Ideology structures the coordinates of our reality in such a way that the contingent conditions of competition seem necessary—that there is no alternative—when other ways of structuring our social world are possible. The current structure of music education is a result of a historical process—a string of decisions that human beings made over time. The competitive school music structure was not foisted upon us by the universe in an irresistible burst. Our current conditions are a result of successive acts of human agency that people enacted over time. The chapter further contends that teacher agency is the key to structural change in music education—change that shifts the coordinates of what is accepted, valued, and even possible in music classrooms. Finally the chapter discusses the Act. We can consider an Act in juxtaposition to Contu’s conception of “decaf resistance.” While decaf resistance involves no risk—it is a shallow, symbolic resistance that seeks to maintain self-security—the Act is a Real action that necessarily involves risk. It is an upending of the current conditions and an installation of new coordinates of thinking and action. Although the success of the Act cannot be known beforehand, it is necessary if music educators hope to enact substantial, large-scale change.
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Bell, Stuart, Donald McGillivray, Ole W. Pedersen, Emma Lees, and Elen Stokes. "4. The form, function, and administration of environmental law." In Environmental Law, 78–108. Oxford University Press, 2024. http://dx.doi.org/10.1093/he/9780192847690.003.0004.
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This chapter explores the different ‘layers’ of environmental law, focusing on the interaction between international, European, and national environmental laws. It also discusses how the law is enacted through legislation and subsequently administered in the domestic context, focusing on the key institutional players in England and Wales, including Defra, the OEP, the Environment Agency, and the courts.
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Desai, Shiv, Shawn Secatero, Mia Sosa-Provencio, and Annmarie Sheahan. "Nourishing resistance and healing in dark times: teaching through a Body-Soul Rooted Pedagogy." In Resisting Neoliberalism in Education, 103–18. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447350057.003.0008.
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For centuries, schooling has enacted trauma and cultural erasure. Today, the neoliberal corporate ‘reform’ agenda contributes to destabilizing communities and separating educators, children, and families from the power education holds to unlock inquiry, creativity, connectedness, and agency toward resistance. Authors shape a pedagogical framework for use across teacher education and schools utilizing Chicana Feminist and Indigenous epistemologies. In earlier work, authors posit six tenets of Body-Soul Rooted Pedagogy galvanizing resistance/resilience mechanisms enduring in body, spirit, and land to transform education. Here, we forward Tenet 6, which shapes a hopeful, healing, regenerative pedagogy for the traumas of U.S. schooling.
Conference papers on the topic "Enacted agency"
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Bal, Aydin. "Decolonizing Agency: Enacted Utopias for Sovereignty and Futurity." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2003797.
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Bal, Aydin, and Aaron Bird Bear. "Enacted Utopias for Transformative Agency, Survivance, and Sovereignty." In 18th International Conference of the Learning Sciences (ICLS) 2024. International Society of the Learning Sciences, 2024. http://dx.doi.org/10.22318/icls2024.815067.
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Cloutier, Roy, Lorinc Vass, and Nicole Sylvia. "Home in the Era of the Platform: Nine Theses on Decentralized Domesticity." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.135.
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Digitally networked platforms are transforming interpersonal relations and the occupation of urban space, including how home and the domestic are understood and enacted. Despite a rhetoric of openness, neutrality and sharing, the penetration of digital platforms into the domain of architecture is resulting in increased individualization and financialization—extending the managerial logic of late capitalism deeper into the domestic sphere. On one hand, the networks of this platform capitalism—from Uber to Airbnb and beyond—allow a distributed, fluid mode of exchange, fostering forms of flux and openness that exceed the comparatively-static models that preceded them. By altering patterns of interaction, consumption, travel, and more, digital sharing platforms are re-shaping the way private and public spaces are conceived and used for work, leisure, and living. On the other hand, this fluidity is too often accompanied by a dissolution of stability and mutual obligation, leading to precarious forms of life. In the process, the centralized model of domesticity ebbs in favour of a decentralization of domestic space—pushing domesticity beyond the bounds of the individual domicile into collective and urban space. The nine theses of this paper comprise a call for a critical re-evaluation of the trajectories of distributed domesticity—examining both historic experiments and contemporary digitally-networked permutations. The theses are a foray into the realm of platform domesticity: excavating new trajectories from both platform and domestic to inform future models of ‘home.’ To do so, the paper traces three independent but overlapping trajectories in the decentralization of domestic space: the austere dwelling, the collective dwelling, and the networked dwelling. Emerging forms of domesticity entangle aspects of the austere, collective, and networked in novel ways—and do so with a variety of attitudes to technology, control, politics, and design. In response, the paper argues that platform domesticity requires a renewed conception of conviviality and agency: a right to the platform.
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García-Paz, Daniel J., Amparo Alonso-Betanzos, Bertha Guijarro-Berdiñas, and Alejandro Rodríguez-Arias. "Simulation of Virus Propagation and Acceptance of Socio-Sanitary Measures Through an Intelligent Model." In Congreso XoveTIC: impulsando el talento científico (6º. 2023. A Coruña). Servizo de Publicacions. Universidade da Coruña, 2023. http://dx.doi.org/10.17979/spudc.000024.43.
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During the most critical moments of the SARS-COV-2 pandemic, various containment measures were enacted to hinder the virus’s spread and mitigate its impact. This work focuses on studying the impact of the population’s adherence level to socio-sanitary measures on the virus’s spread, aiming to better understand its relevance in crisis situations. To achieve this goal, we use an agent-based model (ABM) that incorporates a special type of agent that represents social networks, for example, twitter, to analyze the influence of social networks on the agents’ decision-making. Internally, our model relies on two models that allow for simulation development. On the one hand, an epidemiological model based on an adaptation of the SIR model allows us to simulate the spread of the virus. On the other hand, a decision-making model is responsible for analyzing the levels of acceptance of containment measures by citizens and allows simulation of interactions between agents. On this basis, Twitter has been incorporated as a critical node, which allows information to be extracted about the opinions of the agents and howthese affect the population’s adherence to socio-sanitary measures. This information is obtained thanks to the application of sentiment analysis techniques on a set of tweets related to COVID-19. As a result, a useful tool was obtained for policy makers to simulate the psycho-social behaviour of citizens in the face of different restrictive measures in order to evaluate their effectiveness
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Eddy, Pamela. "Exploring Theoretical Perspectives on Change Agent Roles Enacted by Two-Year College Geoscience Faculty." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443149.
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Rashid Ali, Farrah Diebaa. "Helming Malaysia: Najib Razak’s Metaphors in Malaysian Supply Bills." In GLOCAL Conference on Asian Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/cala2022.2-2.
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This paper discusses the vocational roles constructed by Najib Razak, the sixth Prime Minister of Malaysia for himself, his government, and relational identities for the Malaysian people and others, through Supply Bills. I model the study on Charteris-Black’s critical metaphor analysis and Sack’s membership categorisation analysis, as frameworks. The findings indicate that Najib Razak and his government enacted a role as a ship captain, where the Malaysian people were positioned as passengers, sailing in a sea of world economy, and heading towards a status as a high-income developed nation. Through these metaphors, the people were reminded that, without the government as helm of the ship, it is not to reach the intended destination. Therefore, the use of metaphors in the Supply Bills serves predicative, empathetic, ideological, and mythical purposes, to legitimize both the government and its purposes as agents of governmentality.
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Holmquist, Paul. "Architecture of/as Protest: Action, Place and the Concern for the World." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.57.
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What is the relation between political action and architectural space? How do protesters and other actors transform urban spaces into stages for envisioning and enacting political change? How do architectural places in turn support, condition or even elicit public action? How are architects and designers political actors, and how can architecture, design, and art be considered to ‘act’ within the public realm? These questions were taken as points of departure for an advanced research seminar in architectural theory taught at Louisiana State University in the fall of 2020. The course explored the role that architectural spaces and practices play in different forms and modes of political protest action, not only in light of the Black Lives Matter protests that year, but also the global urban protest movements, uprisings and events of the last decades across the spectrum of concerns from human rights to climate change. In this paper I discuss how the seminar sought to examine protest action within the ‘architectural’ perspectives of space, place, inhabitation and making, as well as the capacity of architecture and art practices to ‘act’ in the mode of protest within the political perspectives of agency, speech, the common and appearance. The seminar took as a primary framework the political philosophy of Hannah Arendt, and the intrinsic relation she posits between the places of the fabricated, common world and the very possibility of political action. I then consider how place comes to be at stake in architecture as a mode of protest in students’ research on a wide range of topics, issues, events and practices. I conclude by reflecting on how such an architecture of protest would comprehend a radical place-making, acting to help establish the conditions for political action, and to nurture, support and sustain them so that protest actors may enact and embody claims for justice in their own acting and speaking.
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Yue, Wang, Zhan Lechang, Ma Wenjuan, Zhang Yongxin, and Ma Li. "Research on Approval of Domestic and International Transport Container Application of Radioactive Material." In 2017 25th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/icone25-66279.
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Due to the potentially dangerous properties of radioactive material, it is during the transport that the process of nuclear energy and technology uses are prone to nuclear and radiation accidents. Radioactive material hence must be transported with reasonable containers to achieve heat dissipation, confinement of radioactive material, radiation shielding and prevention of nuclear criticality. The key to transport safety lies in the designing and manufacturing quality of the transport containers. Therefore, the safety supervision for transport containers of radioactive material is a guarantee for the environment and the public from nuclear and radiation hazards, also is international general practice. As the most authoritative international organization, International Atomic Energy Agenda (IAEA) draws up and regularly revises safety regulation ‘Regulation for the Safe Transport of Radioactive Material’, which proposes technical indicators for transport containers of radioactive material and responsibility of competent authorities. According to the transport modes, other international organizations, such as International Maritime Organization, International Civil Aviation Organization, International Air Transport Association, United Nations Economic Commission for Europe, enacted related transport safety regulations based on actual needs. This paper introduces the administrative licensing approval process for the transport containers of radioactive material in China and the research on competent authority and approval procedure in American, Russia, France, Canada, Germany and Great Britain. In China, National Nuclear Safe Administration (NNSA) is responsible for the licensing approval for the transport containers of radioactive material, including designing, manufacturing, using and transporting of transport containers. NNSA also organizes and formulates relevant administrative regulations and approval procedures, and has issued administrative regulation ‘Regulation on the Safe Management for the Transport of Radioactive Material’ and a series of administrative rules, management procedures, guide, technical documents and so on. These regulations established the sort management of radioactive materials and the responsibility for competent authority, and also stipulated approval and supervision for transport and transport containers of radioactive materials. While some other countries, such as America, certifies the transport containers of radioactive material to achieve the control. The domestic and overseas research into administrative licensing approval processes for transport containers is in view of the increasing transport of radioactive material among countries and the requirement of international transport. Transport containers with material of high potential risk, such as spent fuel, need to obtain the transport approval from the competent authority of transit or arrival country. Therefore, the research on domestic and other countries licensing management of transport containers of radioactive material, which is not only beneficial to improving the transport safety management of radioactive material in China, but also can promote international transport campaigns of radioactive material..
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Honeyfield, Judith, Deborah Sims, and Adam Proverbs. "Teaching Quality Improvement in Pre-Registration Nursing Education: Changing Thinking, Changing Practice." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205009.
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Quality care and improving health outcomes are cornerstones of healthcare provision, yet quality improvement (QI) preparation and assessment in health-professional education has been found to inadequately prepare graduates for their future roles (Robb et al., 2017). Toi Ohomai Institute of Technology’s Bachelor of Nursing (BN) year three teaching team looked to address this by reviewing and improving QI teaching and assessment modules within a course in the programme. Alongside this redevelopment, research with students was undertaken to investigate the efficacy and outcomes of this work. This paper presents findings from reviews of QI assessment projects completed by BN students (n = 93), with particular attention to identifying student experiences and their approach to this project using a detailed content analysis (Krippendorff, 1989). Particular attention was paid to highlighting a shift in thinking from quality assurance (QA) approaches that prevailed in the prior teaching of this module, to QI. We found 41% of students selected and undertook projects that reflected QI concepts focused on improved patient outcomes, and 59% of students selected and undertook projects that were concerned with standards, auditing and compliance improvement, more in keeping with QA. In addition, seven student QI projects addressed enhancing te ao Māori (Māori worldview), including language activities through music and exercise, bilingual labelling, and culturally safe care for Māori residents. Key findings address the ongoing challenges of embedding QI concepts and engagement in practice and professional development needs; and policy, practice and procedural improvements and the need for more time to enact and evaluate QI projects. Recommendations from this study are: (1) enhancing te ao Māori and Te Tiriti o Waitangi responsiveness throughout the BN curriculum; (2) ongoing preparation for student-nurse educators to ensure they are confident to support student-led QI initiatives; (3) further shared professional development with agency staff prior to practice placements; and (4) replication of this research to identify longitudinal outcomes. This research reinforces the importance of education–practice partnerships to enhance effective QI education for preparing graduates to transition to their new roles in the workplace.
Reports on the topic "Enacted agency"
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Fonseca, Liliana, Lisa Nieth, Maria Salomaa, and Paul Benneworth. Universities and Place Leadership: a question of agency and alignment. Universiteit Twente - Department of Science, Technology and Policy Studies (STePS), 2021. http://dx.doi.org/10.3990/4.2535-5686.2021.01.
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There is increasing interest in the question of how different stakeholders develop, implement and lead regional upgrading processes with the concept of place leadership emerging as one response to this. Simultaneously, universities face growing expectations that they will contribute to regional development processes – often through their collaborative relationships with other regional stakeholders. But universities are complex in terms of their internal and institutional structures, which undermines their capacities to enact coherent place leadership roles. We seek to understand how strategic leadership in universities can contribute to innovation and regional development in the context of the fundamental institutional complexity of universities. We address this through a qualitative, explorative case study comparing six European regions where universities have sincerely attempted to deliver place leadership roles. We identify that the elements of agency and alignment are vital in that: firstly, university leadership has to align with regional coalitions on the one hand and internal structures on the other hand, and secondly, this leadership must give individuals agency in their regional engagement activities.
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Baker, Lucy. The Political Economy of South Africa’s Carbon Tax. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/ictd.2022.017.
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The subject of carbon pricing is rising up the global policy agenda, as countries take action in the aftermath of the United Nations Framework Convention on Climate Change’s Conference of the Parties 26 summit in November 2021. South Africa is the only country in sub-Saharan Africa to have enacted a carbon tax to date, and, globally speaking, was ahead of the curve when it started to consider its implementation at the start of 2010. With a historically energy-intensive and carbon-intensive economy as a core feature of its minerals-energy complex, South Africa is the world’s 14th largest emitter of greenhouse gases, and the largest emitter on the continent. Its electricity grid is the world’s most carbon-intensive, and its primary energy consumption is ranked 17th globally. While the country’s gross domestic product is the 30th highest in the world, it is also one of the most unequal. It has a legacy of socioeconomic and political exclusion, and marginalisation created by the apartheid history that has persisted in the decades since the democratic transition in 1994. This paper asks to what extent and in what way has South Africa’s political economy shaped the process and implementation of its carbon tax? In answering this question, the report explores and analyses the design and implementation of the tax; the key criticisms to which it has been subjected; the effectiveness of the tax, not least in light of the considerable allowances and exemptions that have been included in its design; the relationship between the carbon tax and other existing climate change policies; and the potential relevance of South Africa’s experience for other countries on the continent.
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McElhaney, Kevin, Rochelle Urban, Danae Kamdar, Anthony Baker, KellyAnn Tsai, and Jeremy Roschelle. Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials. Digital Promise, May 2024. http://dx.doi.org/10.51388/20.500.12265/215.
Full textAbstract:
OpenSciEd curriculum materials and professional learning resources are Creative Commons licensed, freely available, and aligned with the Next Generation Science Standards (NGSS). This report offers direction to researchers, practitioners, policymakers, and developers by identifying OpenSciEd practitioners’ most urgent needs, the factors driving these needs, promising approaches for addressing these needs, and implications for OpenSciEd-enabled research. We gathered survey responses from 155 teachers and leaders and conducted focus group interviews with 28 of the survey respondents. Our analysis indicated three broad challenge areas related to district adoption and implementation, classroom enactment and engagement, and obtaining evidence of NGSS-based student outcomes. We also identified seven themes related to supporting OpenSciEd practitioners through research, development, and innovation: (1) access to and benefits of professional learning, (2) supporting teacher agency, collaboration, and management, (3) improving teacher capacity to enact OpenSciEd, (4) meeting students’ needs, (5) shifting classroom culture, (6) enabling formative assessment practices, and (7) access to assessment resources. Notably, professional learning and other supports for teachers appear to address root causes of many challenges experienced by practitioners. More generally, we see a need for research that would elaborate how adoption and implementation of OpenSciEd could drive system-level change in science education.