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Journal articles on the topic 'Live project'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Rohm, Andrew J., Matt Stefl, and Noriko Ward. "Future Proof and Real-World Ready: The Role of Live Project-Based Learning in Students’ Skill Development." Journal of Marketing Education 43, no. 2 (March 22, 2021): 204–15. http://dx.doi.org/10.1177/02734753211001409.

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The rapid pace of technological change taking place today makes it even more important for marketing educators to incorporate relevant technical and higher level meta-skills in their digital marketing courses. We review the pedagogical literature on skill development and project-based learning and detail two live course projects designed to help students develop technical skills related to digital marketing in addition to important meta-skills involving creativity, critical thinking, collaboration, and communication. We evaluate the impact of the projects through a direct and indirect assessment process. Findings suggest that live project–based learning can support the development of the technical and meta-skills necessary for students to adapt to uncertainty and ambiguity and become future proof and real-world ready as they enter the workforce. We discuss the benefits and challenges associated with moving digital marketing education from conceptual to real-life projects and highlight pedagogical recommendations for educators who want to integrate live project-based learning into their courses.

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2

Davis, Michael John. "Academy-profession-market. Problematising tensions in the live project." Journal of Public Space 2, no. 3 (December 9, 2017): 85. http://dx.doi.org/10.5204/jps.v2i3.117.

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<p>This paper examines a form of “live project” that casts the design studio topic in three distinct roles. In one guise it is a collaborative, “real world,” engagement with a range of stakeholders. In another it presses toward the production of buildings, while in a third, it acts as the vehicle for higher level academic design research. Within the design studio at the University of Auckland, School of Architecture and Planning these three imperatives are juxtaposed to define the contested territory from which the architectural project emerges as negotiated, speculative-yet-realisable outcome.<br />The aim of this discussion is to demonstrate the triple focus model of live project and the problem currently confronting it: a local instance of a complex, widespread problem between the architectural academy, the profession and the market.<br />Since 2007 a succession of community groups, businesses and developers have brought their projects to the design studio at the school. Typically they have come looking for speculation as to the potential of their projects, the kind of breadth of exploration that generally is not viable within commercial architectural organisations. Meanwhile, through these projects, students are asked to conduct research into the development of their own critical, architectural making practices.<br />The text begins with an account of one particular project – a speculation as to the development opportunities of heritage buildings on “earthquake prone” sites in Auckland for one of the country’s most progressive developers. It looks at the larger academic, professional and market conditions being responded to and thus situates this type of live project before concluding with an outline of potentials for its advancement. In so doing it signals work to come.</p>

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3

Chandler, Alan. "So Why Do a Live Project?" Journal for Education in the Built Environment 8, no. 1 (December 2013): 58–72. http://dx.doi.org/10.11120/jebe.2013.00005.

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4

Cataldo, A. J., and S. E. Kruck. "Motomobile Motors: A live case project." Journal of Accounting Education 16, no. 1 (December 1998): 147–62. http://dx.doi.org/10.1016/s0748-5751(98)00007-4.

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5

Pérez-Ramírez, D., R. J. Nemiroff, and J. B. Rafert. "nightskylive.net: The Night Sky Live project." Astronomische Nachrichten 325, no. 6-8 (October 2004): 568–70. http://dx.doi.org/10.1002/asna.200410292.

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6

Screti, Francesco. "“Let’s live like Galicians”." Journal of Argumentation in Context 2, no. 3 (December 31, 2013): 299–321. http://dx.doi.org/10.1075/jaic.2.3.02scr.

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This project consists of the multidisciplinary analysis of the persuasive strategies used in a regional TV commercial to promote GADIS, a Galician (Spain) supermarket chain. The video, which provoked an overwhelmingly positive reaction within Galician society, strategically appeals nationalistic feelings in order to achieve specific commercial objectives. In this commercial GADIS presents itself as a company that defends local attributes (Galician, Galicians, and ‘Galicianness’) against foreign ones. The speaker, by playing off positive stereotypical features of Galicia and inverting negative ones, builds and conveys a positive image of Galicia which is intended to make Galicians proud of their Galicianness. In order to make the advertisements more acceptable, GADIS praises the Galicians through the use of humor and irony, which serves to mitigate the nationalism presented.

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Bobrova, Laimutė, and Milda Gudinavičienė. "PROJECT “ECO-DOH: ANIMATE WORLD AND I“ – LEARNING TO LIVE IN HARMONY WITH THE WORLD OF NATURE, DEVELOPMENT OF RESPECT TO LIFE." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 2, no. 3 (December 10, 2005): 27–34. http://dx.doi.org/10.48127/gu-nse/05.2.27b.

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The article concisely describes the situation that is unfavourable and dangerous to our children: they are racketed, beaten and abused. They live in the state of permanent stress due to home, friends, assessment and interrelations – due to all life that befalls them. Therefore, the project „ECO–DOH: Animate World and I“ aims that during the most receptive age of their life children are surrounded by the beauty of animate nature, learn to feel its impact, communicate with it and love it. The world ecological education experience and our own long lasting pedagogical experience enabled us to perceive the essential requirement of the current period: to ecologize the man’s life. Therefore, the main idea of the project is to teach to live in harmony with the world of nature, to promote respect to life – to its any manifestation. The motto of the project activity is to teach to live permanently seeking improvement, to prioritize human and spiritual and not material values. Interrelations have to be based on the following rule: behave with others the way you would like others to behave with you. Considering the modern life reality and the principles of humanistic pedagogy and psychology, project activities become directed to the orientated strategy of individual ecological activeness. This means that the main idea of the activities of the project “ECO–DOH: Animate World and I” (project is being implemented since 1998) is treated in the new way: the project centres on learning to live in harmony with the world of nature, including animate nature. It is expected that the project philosophy based on close contact with nature will provide its members with vitality, high level of physical, psychological and spiritual health. Key words: non-formal education, educational project, interaction of a man and nature, harmony, animate world, development of respect to life.

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8

Viniegra-Velázquez, Leonardo. "To live well: health care or life project? Part I." Boletín Médico Del Hospital Infantil de México (English Edition) 73, no. 2 (March 2016): 139–46. http://dx.doi.org/10.1016/s2444-3409(16)30010-3.

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Viniegra-Velázquez, Leonardo. "To live well: health care or life project? Part II." Boletín Médico Del Hospital Infantil de México (English Edition) 73, no. 4 (July 2016): 283–90. http://dx.doi.org/10.1016/j.bmhime.2016.01.002.

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10

Hunt, David M., and Kirk Smith. "Iterative Live Case Projects." Management Teaching Review 4, no. 4 (June 25, 2018): 334–43. http://dx.doi.org/10.1177/2379298118783963.

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Classroom methods that facilitate student learning from iteration have received little attention from scholars. Iterative learning requires students to repeat a problem-solving task in new contexts each time applying lessons from previous applications. Iterative learning formats improve students’ learning outcomes and help instructors ensure that knowledge and skills learned in the classroom transfer to other contexts. This article describes the sequential use of three live case projects as a method to deliver an iterative learning experience. Providing students both formative and summative feedback from multiple sources and designing assignments and classroom activities to accommodate 4-week project cycles are key aspects of implementing iterative projects. Instructors in a broad range of managerial courses can adapt this course design to achieve similar significant learning outcomes.

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Brennan, Jason. "The Ethics Project." Journal of Business Ethics Education 15 (2018): 285–302. http://dx.doi.org/10.5840/jbee20181514.

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This paper describes the “Ethics Project”, a semester-long entrepreneurial activity in which students must make real-life decisions and then reflect upon their decisions. The Ethics Project asks students to think of something good to do, something that adds value to the world, and then do it. Along the way, they must navigate problems of opportunity cost or feasibility versus desirability, must anticipate and overcome strategic and ethical obstacles, and must ensure they add value, taking into account their costs. Rather than role-playing through case studies, students live through real-life case studies which result from their own choices. When properly administered, the Ethics Project trains student to be principled leaders who integrate ethical principles into strategic decision-making, and who can discover and overcome their own moral limitations.

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Higgins, Marilyn. "Promoting Social Entrepreneurship through a ‘Live’ Project." Transactions 2, no. 2 (September 2005): 63–73. http://dx.doi.org/10.11120/tran.2005.02020063.

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Curry, Anabel, and John Holman. "Physics goes live introducing the SATIS project." Physics Education 21, no. 5 (September 1, 1986): 268–71. http://dx.doi.org/10.1088/0031-9120/21/5/002.

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14

Collins, Bruce D. "SCON is dead!… Long live project hermes!" Government Information Quarterly 10, no. 4 (January 1993): 415–42. http://dx.doi.org/10.1016/0740-624x(93)90039-3.

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15

Ulatowski, Joseph. "What Is It Like To Be Immortal?" Diametros, no. 62 (December 30, 2019): 65–77. http://dx.doi.org/10.33392/diam.1264.

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The idea of an eternal and immortal life like the one we lead now seems quite appealing because (i) it will be sufficiently like our own earth-bound life and (ii) we will have the same kinds of desires we have now to want to live an eternal life. This paper will challenge the view that we have a conception of what the conscious experience of an immortal is like, regardless of whether we might want to live it. Given that for us to conceive of an immortal life we must project onto it our own view of what it is like to live our own life and given that an immortal life may not be anything like the life we live, we cannot conceive of what it is like to be immortal.

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16

Fields, Kenneth. "Syneme: Live." Organised Sound 17, no. 1 (February 14, 2012): 86–95. http://dx.doi.org/10.1017/s1355771811000549.

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Network music foregrounds the materials and processes of communication and in so doing repositions the acousmatic and other strata of electroacoustic music practice. The type of network music considered in this paper, at base defines a member of its category as music which undergoes an electrical-optical conversion, referring to its transport over fibre-optic research network backbones. A more compelling motivation for us is the realisation that network music entails the exploration of disjunct chronotopic frames (stated less poetically as ‘latency in the network’) using probes of sonic material travelling near the speed of light. This article is an overview of a three-year project investigating music performance over high-speed research networks, a project funded by the Canada Research Chair programme (Syneme). The aim of the project was fourfold: to investigate aspects of physical and social networks in the production of network music (The Network); to investigate a branch of study continuing but critically distinct from Internet music as marked by ingenious strategies mounted to overcome the conditions of slow networks (Liveness); to embed ourselves in new practices (Telemusic Studio) and technologies (Artsmesh); and to compose network music pieces (Net Works). Our narrative picks up from where high-speed P2P networking crosses a threshold producing a successor to the Internet akin to the methodological shift that occurred in electroacoustics when CPUs achieved rendering speeds that allowed for real-time audio.

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Chen, Kuan C., and Keh-Wen “Carin” Chuang. "Building An Experiential Learning Model For A Project Management Course." American Journal of Business Education (AJBE) 2, no. 4 (July 1, 2009): 87–92. http://dx.doi.org/10.19030/ajbe.v2i4.4063.

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Teaching students to become project management professionals requires a real world experience. Incorporating live clients into student projects, instead of using case studies or mock companies, adds a dimension that exposes students to the realities of project management. This paper will describe a structured methodology used in a project management course to learn a completed project life cycle. Based upon the written evaluations included with the final project documentation, students feel this project is the most valuable learning experience of the course. Furthermore, the positive relationship established with the clients allows this project to serve as a bridge between business and academe. This paper will discuss a variety of approaches to build an experiential learning model and provide a case study of a project management course using experiential learning to evolve a learning opportunity.

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18

O'Brien, David, and Boonanan Natakun. "Bower Sala 08 Revisited: Lessons for Community-Based Live Projects." Journal of Architectural/Planning Research and Studies (JARS) 13, no. 1 (October 30, 2016): 75–90. http://dx.doi.org/10.56261/jars.v13i1.71639.

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To fulfill their engagement agendas many schools of architecture step from the academy into the ‘real’ world and work with ‘real’ clients. These types of projects have been described as ‘live’ projects and a subsection of these can be described within the ‘design/build’ format as they work towards the production of a built outcome. Reflecting on these projects gives participating schools the confidence to continue their own initiatives and helps strengthen the value of the built outcomes within specific context locations and within participant communities. This paper reflects on the Bower Sala project that took place in 2008 as a joint initiative between Faculty of Architecture and Planning, Thammasat University, Thailand and the Bower Studio team from Faculty of Architecture Building and Planning, the University of Melbourne, Australia working with partners not-for-profit Population and Community Development Association (PDA) and the Nong Tong Lim community in Buriram province in the ‘Isaan’ region of Thailand. A team of architecture, landscape architecture and construction students prefabricated and erected a pavilion, literally sala in Thai, in the grounds of the community clinic. This sala had a dual purpose by providing a place for people to wait to visit the clinic and as a place for occasional community gatherings. People from within the community contributed during the on-site construction phase lasting a further four days. Carefully revisiting the Bower Sala project in 2015 helps to see the dynamics of the sala’s usage by the community residents by reviewing the modifications undertaken in the intervening years. Interviews and physical trace analysis assist to identify residents’ modification to the sala. These types of changes are to be expected within the live project model and reflect the changing needs and aspirations of the participant communities. The paper re-establishes the value of cooperative, multidisciplinary and multicultural learning mixing the expertise and values of various stakeholders to work to a built outcome. Reaffirming the capacity of student teams to engage positively with both cultural and technical matters the paper goes on to demonstrate how reflection and reaction of projects of this scale can be a catalyst for on-going and deeper work within marginalized communities concentrating on links between technologies and specific cultural norms. The paper assists in setting improved frameworks for subsequent larger initiatives utilizing the ‘live project’ format as an innovative pedagogy for community-based design project.

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19

Steele, Mike. "Evaluating evidence in practice." Livestock 26, no. 2 (March 2, 2021): 94–97. http://dx.doi.org/10.12968/live.2021.26.2.94.

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Evaluating evidence-based medicine (EBM) techniques can be an extremely rewarding part of the advisory process. The result of applying the ‘best evidence’ approach from a careful appraisal of the scientific literature available and the data from a clinical case, should significantly reduce the risk of an adverse outcome. Sharing the consequences of using a Knowledge Summary with other professionals either within a practice or in a wider field, can make consultation a much more efficient and risk-averse process. Once the value to be obtained from the EBM search is aligned between stakeholders, a project can be built that is both accountable and measurable within the group and clear differences determined, between the start and end of the project. The evaluation process should include all possible parameters, including those from the case and the stakeholders' time saved after improvement has been found. In future, the ability to share the outcome of EBM case management within an online platform could be beneficial to both advisory, farm and companion animal health businesses.

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Carter, Neil. "BVD Stamp It Out initiative." Livestock 24, no. 4 (July 2, 2019): 162–66. http://dx.doi.org/10.12968/live.2019.24.4.162.

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In 2018, Defra announced a project focused on controlling bovine viral diarrhoea (BVD) in the national breeding herd in England. The project has become known as Stamp It Out. Run by SAC Consulting alongside Duchy College, Stamp It Out offers funding through the Rural Development Programme for England (RDPE) for cattle keepers in England to draw up plans to control the disease. The headline target for Stamp It Out is to engage 50% of the breeding herd in England in active BVD control planning; this equates to 911 764 breeding cattle. The overall budget for Stamp It Out is £5.7 million, of which £1.2 million is ring fenced for testing costs. This testing money is split into two available pots: £61.80 per herd to undertake a check test; £440 per SBI number to undertake a persistently infected (PI) animal hunt if check test shows active infection. With delivery having started in August 2018, as of May 2019, the following successes can be reported: 4187 farmers enrolled, 3483 of which have agreed to join BVDFree England, and their details have been sent across.

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Kelly, Debra. "How to Live? One Question and Six or Seven Life Lessons with Albert Memmi." Journal of French and Francophone Philosophy 19, no. 2 (December 12, 2011): 67–95. http://dx.doi.org/10.5195/jffp.2011.472.

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Memmi’s work is every sense a “life project”: a coherent project pursued throughout his long life as an intellectual, but also as the member of a minority group as he has consistently reminded his readers. It is therefore a personal project that is intimately intertwined with the life experiences of an individual, yet has implications for understanding broader communities and societies. The implication – and sometimes the stated intention – is that this is a life project from which the individual concerned and others who read the work can learn something, at both private and public levels, concerning the functioning of human interactions. What then, does such an inventory of a lifetime of writing mean?

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22

Meiklejohn, Kelly, and Elizabeth Barrett. "Isolated Schools Project." Australian and International Journal of Rural Education 4, no. 2 (July 1, 1994): 31–32. http://dx.doi.org/10.47381/aijre.v4i2.390.

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In January of this year ten University of Southern Queensland student teachers, each with their own preconceived idea of the West, were ready to confront the unknown experience of teaching in a rural area in North or South West Queensland, For the next three weeks we would live and breathe the role of a teacher within a rural community and have an unforgettable experience. Through the Isolated Schools Project we would be provided with many advantageous experiences including multi-level planning and timetabling; pupil free days; enrolment and administration procedures. The project would present us with an extremely beneficial teaching experience and an opportunity to discover life within a rural community. After such enjoyable experiences, we would have no hesitation in accepting a teaching position within a small rural community, You have more to gain than to lose through participating in the Isolated Schools Project therefore, we highly recommend other prospective teachers to take up the challenge.

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23

Karlsson, Christer, and Rajesh Nellore. "The Superweight Project Team and Manager." International Journal of Innovation Management 02, no. 03 (September 1998): 309–38. http://dx.doi.org/10.1142/s1363919698000146.

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This paper presents a model for managing product development projects in which new strategic platforms that are of paramount importance to a company are developed. The model incorporales a superweight manager who manages a "live or die" strategic programme across different projects. From this study, an additional model emerges besides the four generic types of product development, project organisations and leadership presented by Clark and Wheelwright (1993a). The analysis was conducted by screening data into five categories, namely, strategic control of the project, resource allocation, organisational structure, targets and leadership. The data were collected through interviews and validated by triangulation and internal seminars.

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Menezes, Marta de. "The Artificial Natural: Manipulating Butterfly Wing Patterns for Artistic Purposes." Leonardo 36, no. 1 (February 2003): 29–32. http://dx.doi.org/10.1162/002409403321152257.

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Recent advances in biology allow interference with normal animal development, making possible the creation of novel live organisms. The author's project explores this potential through her work in a laboratory creating live adult butterflies with wing patterns modified for artistic purposes. Although these patterns are determined by direct human intervention, they are made exclusively of normal live cells. As genes from the germ line are left untouched, the new patterns are not transmitted to the offspring. Therefore, this form of art literally lives and dies. It is simultaneously art and life.

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Nelson, Hal T., Brian Swanson, and Nicholas L. Cain. "Close and Connected: The Effects of Proximity and Social Ties on Citizen Opposition to Electricity Transmission Lines." Environment and Behavior 50, no. 5 (May 15, 2017): 567–96. http://dx.doi.org/10.1177/0013916517708598.

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To meet reliability and renewable energy goals, new high-voltage transmission line (HVTL) projects are being built in the United States and worldwide. The siting of HVTLs, often considered a locally unwanted land use (LULU), can be difficult due to the negative externalities they create. Based on a survey of 358 residents of Chino Hills, California, we find that respondents’ main concerns in regard to an HVTL project were health risks and harm to property values. Regression modeling finds that citizens who live close to the project, and are more connected to each other, are more likely to oppose the project. Psychosocial perceptions of project risks are also an important predictor of opposition. A high level of perceived risk moderates the effects of distance on opposition attitudes and behaviors. Trust in the project sponsor is a significant independent predictor of opposition, and moderates the relationship between distance and opposition.

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Bollas, Angelos. ""Live and Let Live": The Destabilization of Heteronormativity in Moises Kaufmann's "The Laramie Project"." Forbes & Fifth 4 (December 16, 2013): 97–112. http://dx.doi.org/10.5195/forbes5.2013.44.

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de Paulis, Daniela. "OPTICKS and Visual Moonbounce in Live Performance." Leonardo 49, no. 5 (October 2016): 438–39. http://dx.doi.org/10.1162/leon_a_01098.

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OPTICKS is an art project realized by interdisciplinary artist Daniela de Paulis, in collaboration with the CAMRAS radio amateur association based at the Dwingeloo radio telescope in The Netherlands. The project is presented as a live audio-visual performance during which digital images are transmitted as radio signals to the Moon from a radio station in Brazil, the U.K., Switzerland, Poland or Italy. The signals reflected by the Moon’s surface are received by the Dwingeloo radio telescope, converted back into the original images and projected live at an exhibition venue. The project uses Visual Moonbounce, an application of the Moonbounce technology, developed by the artist in collaboration with the CAMRAS team during her residency at the Dwingeloo radio telescope.

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Robert, Isabelle, Schrijver Iris, and Diels Ella. "Trainers’ and Employers’ Perceptions of Training in Intralingual and Interlingual Live Subtitling." Journal of Audiovisual Translation 2, no. 1 (November 30, 2019): 1–25. http://dx.doi.org/10.47476/jat.v2i1.61.

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Over the past decade, intralingual live subtitling (IntraLS) has become a professional practice backed up by academic research. Interlingual live subtitling (InterLS), in contrast, is still in its infancy. Although the demands for InterLS are growing, a competence profile and a subsequent curriculum design are yet to be developed. The ILSA project aims to bridge this gap by describing the profile of the interlingual live subtitler (InterLS-er) and by developing and validating a training course for this new professional. This article reports on the initial stage of that project: the assessment of the current practice and training of IntraLS and InterLS. Three surveys were disseminated among practitioners, trainers, and broadcasters and service providers. This article focuses on the responses from the latter two groups. The trainers were mainly asked questions about the content of the courses they teach. The employers, i.e. the broadcasters and service providers, were asked about the workflow at their company and the training of their staff members. The responses demonstrate that an all-encompassing training programme for InterLS is still lacking. This finding confirms the idea that research projects like ILSA are needed in order to train future InterLS-ers and to improve future live subtitling.

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Schedel, Roland. "McLaren Mercedes — switching CAD systems on a live project." ATZautotechnology 1, no. 5 (September 2001): 74–76. http://dx.doi.org/10.1007/bf03246647.

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Kearns, Lauren W. "I Live Here: A Multimedia Performance and Educational Project." Journal of Dance Education 11, no. 4 (October 2011): 149–51. http://dx.doi.org/10.1080/15290824.2011.620862.

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Welsh, Barry, and Isabel Hawkins. "Project LINK: A Live and Interactive Network of Knowledge." International Astronomical Union Colloquium 162 (1998): 88. http://dx.doi.org/10.1017/s025292110011485x.

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Project LINK (A Live and Interactive Network of Knowledge), is a collaboration of Eureka Scientific, Inc., the San Francisco exploratorium Science Museum, and NASA/Ames Research Center. Project LINK has demonstrated video-conferencing capabilities from the Kuiper Airborne Observatory (KAO) to the San Francisco Exploratorium in the context of science education outreach to K-12 teachers and students. The project was intended to pilot-test strategies for facilitating the live interface between scientists and K-12 teachers aboard the KAO with their peers and students through the resources and technical expertise available at science museums and private industry. The interface was based on Internet/macintosh video conferencing capabilities which allowed teachers and students at the Exploratorium to collaborate in a live and interactive manner with teachers and scientists aboard the KAO. The teachers teams chosen for the on-board experiments represented rural and urban school districts in California. The teachers interfaced with colleagues as part of the NASA-Funded Project FOSTER (Flight Opportunities for Science Teacher Enrichment).

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Serginson, Michael, George Mokhtar, and Graham Kelly. "A Theoretical Comparison of Traditional and Integrated Project Delivery Design Processes on International BIM Competitions." International Journal of 3-D Information Modeling 2, no. 4 (October 2013): 52–64. http://dx.doi.org/10.4018/ij3dim.2013100105.

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The Architectural Engineering and Construction (AEC) industry experiences higher rates of iteration, material wastage and poor cost management in comparison to other design industries. In an attempt to address such inefficiencies and control project budgets, various Governments are insisting that Building Information Modelling (BIM) is used by the appointed design teams on high value public buildings. Such legislation has been introduced in order to encourage a standardised level of collaborative working throughout the design process by enhancing interoperability of project information between design and construction professionals. In this paper, the MacLeamy Curve, a theoretical graphical representation of how integrated project delivery (IPD) processes improve efficiencies and allow for the reduction of costs by resolving issues during the earlier stages of the project, as well as other associated benefits are tested on both traditional and IPD design processes within two 48 hour international openBIM competition projects: Build London Live; and Build Qatar Live. The projects are compared by analysing the planned project programme against the reality, measured through recorded project exchanges, using a graphical representation. The findings of this paper suggest several recommendations, including: a collaborative design process appears to reduce iteration and results in a more comprehensive conceptual design at an early stage in comparison to a traditional process; more information and documentation is produced; and the overall programme is exceeded. Such findings suggest improved time, cost and design quality control.

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Byrd, Kaitland M., and W. Carson Byrd. "We Eat to Live, We Live to Eat." Humanity & Society 41, no. 4 (October 19, 2017): 419–26. http://dx.doi.org/10.1177/0160597617733600.

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In this introduction to the special issue on “Foodways and Inequality: Toward a Sociology of Food Culture and Movements,” we describe our path to the sociological study inequality through food, and how the articles included in this special issue fit this framework. The overarching goal of this issue is to present a multifaceted approach to studying food from more cultural and structural perspectives. In particular, the authors take varied approaches to understanding how inequalities shape individual’s experiences with food while also offering possible solutions through a more humanist sociological project around food and foodways. The articles and reviews included in this special issue offer much needed sociological insights into current social problems centering on food such as hunger and exploitation.

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Allen, Meg, and Paul R. Brewer. "Saturday Night Live Goes to High School: Conducting and Advising a Political Science Fair Project." PS: Political Science & Politics 43, no. 04 (October 2010): 767–71. http://dx.doi.org/10.1017/s1049096510001034.

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AbstractThis article uses a case study to illustrate how science fair projects—which traditionally focus on “hard science” topics—can contribute to political science education. One of the authors, a high school student, conducted an experimental study of politics for her science fair project. The other author, a faculty member, was asked to advise the student on the project to allay initial skepticism about its focus on a “soft science” topic. The results of the experiment indicated that exposure to a televised comedy sketch about the 2008 presidential campaign yielded learning effects and fostered political interest among high school students. The authors recommend political science fair projects as tools for introducing precollegiate students to the political science research process and offering political scientists opportunities to educate students beyond the university setting.

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Sofra, J., and Andrew Stewart. "Successful project delivery in complex brownfield environments." APPEA Journal 51, no. 2 (2011): 694. http://dx.doi.org/10.1071/aj10074.

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Delivering services and projects in a brownfield environment has unique challenges. Brownfield, by its very nature, involves highly constrained and dynamic environments. This requires stakeholders to work collaboratively and be creative and nimble. Effective communication between client and service provider is essential. This is because the decision-making horizons are significantly shorter and consequences are more immediate. Brownfield projects are typically organised to minimise inter-discipline interfaces, with seamless delivery from engineering through to construction. Engineering effort needs to be the right sized based on the level of complexity and risk involved to ensure the effort and cost expended is appropriate for the modification or upgrade. When planning and executing brownfield projects, the following areas require special focus: health, safety and the environment—to cope with the inherently higher risks due to live inventory, lack of space, simultaneous operations and increased personnel; interface with operations—to plan, manage and minimise disruption to production; live systems—to assess the impact/disruption to energised systems and coordinate tie-ins; production—to minimise disruption and ensure that the project is executed safely while production continues; hot work—to a minimum and where necessary contain naked flame and spark activity on site; integrity—to ensure the condition of the asset is well understood and any sub-system upgrades to accommodate the modification are identified; limited space—to accommodate temporary project facilities, minimising the impact on operations and maintenance activities; and, access—to ensure that the project is planned to lessen disruption, maximise off-site preparation and to minimise on-site construction. Systematic program management, project engineering, and a tiered engineering approach are essential to cost effective and timely delivery. For each of the eight key areas we detail some of the subtle and enabling strategies/tools that distinguish brownfield project delivery from greenfield.

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Carter, Richard J., and James F. O'Bryon. "Live Fire Test and Evaluation Ergonomics Projects." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 37 (July 2000): 670–73. http://dx.doi.org/10.1177/154193120004403733.

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The live fire test and evaluation (LFT&E) program is oriented towards providing a realistic assessment of the survivability and lethality of a military system. A component of every live fire test is an assessment of crew survivability. Three major ergonomics related projects, operational requirements-based casualty assessment (ORCA), combined toxic gas modeling, and gravitational loss of consciousness (G-LOC), are described. ORCA is a comprehensive standardized methodology for assessing personnel casualties following weapon induced injury. The combined toxic gas model is an incapacitation model that incorporates complex physicochemical interactions between gases and tissues and accommodates experimental data across animal species and humans. Two G-LOC related efforts are discussed. The first endeavor is expanding upon the automatic ground collision avoidance system (GCAS). The second project is being conducted via five tasks.

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Lishman, Marny. "Chronic disease self-management in patients living in lower socio-economic areas: A WA perspective." Australian Journal of Primary Health 9, no. 3 (2003): 150. http://dx.doi.org/10.1071/py03040.

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The WA HealthPartners self-management project involves patients over 50 with Type 2 diabetes and/or cardiovascular disease who live in the lower socio-economic areas of Perth. This paper will explore the challenges and successes in trying to recruit GPs and their patients to the HealthPartners program. The paper also outlines the process and progress of the five HealthPartners interventions and the strategies used to ensure sustainability. HealthPartners now have over 12 general practices on board with over 150 general practice patients enrolled in the project. In addition, over 100 people regularly attend the Live Life Club. The growing number of referrals into the project are indicative of the need for additional support for patients with chronic conditions.

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Love, Joan Scott. "SENSORY SPACES: SENSORY LEARNING – AN EXPERIMENTAL APPROACH TO EDUCATING FUTURE DESIGNERS TO DESIGN AUTISM SCHOOLS." International Journal of Architectural Research: ArchNet-IJAR 12, no. 3 (November 4, 2018): 152. http://dx.doi.org/10.26687/archnet-ijar.v12i3.1704.

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Universities and design schools have a responsibility to ensure that the education of future designers enables design for special populations, in this case specifically children with autism. This paper presents a case study of an autism defined experimental teaching-led design project, within a first-year university Interior Architecture course, on which the author is a tutor. It draws on the author’s extensive working knowledge of autism issues, incorporating mediation between SEN schools and design students, and employing research informed teaching. The project involves a new local free school for autism, at a temporary site. The experiment is designed to challenge students, emphasising the importance of understanding how primary research, accessed directly from the end users, informs progressive design thinking. It attempts to influence their design work in subsequent years at university and in practice, and facilitate bridging the gap between academic research and real-life application. This paper seeks to identify how an autism defined project, focussed on student-centred learning and encompassing choosing sessions with children with ASD, can be taught in the first year of undergraduate study. Further, it aims to analyse how the teaching styles and content of a partially ‘live’ community design project impact on the participants. This is achieved by describing the details and challenges of the project together with the interactions between the students and the school. It concludes that the project adds value to the student experience, builds student confidence and eliminates pre-conceived ideas surrounding autism. It shows that design can be an interactive process between university and special schools. Equally, the pitfalls of a live project of this nature are highlighted, as is the need for modification before similar projects are reproducible as viable educational models.

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Bunnting, Cathy, Azra Moeed, Dayle Anderson, and Richie Miller. "An evidence-based approach to secondary school science: Online citizen science and the science capabilities." Curriculum Matters 18 (December 20, 2022): 46–65. http://dx.doi.org/10.18296/cm.0059.

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As part of a multiyear research project investigating the affordances of online citizen science (OCS) projects for enhancing school students’ learning in relation to science and digital technology, teacher–researchers have designed and implemented classroom interventions incorporating one or more OCS projects. The project is situated in New Zealand, and each intervention has embedded an OCS project within a wider unit of learning focusing on one or more “science capabilities” (Ministry of Education, n.d.). This article presents one of the case studies generated in the wider project. It is of a Year 9 class that engaged with the OCS project Planet Four as part of a wider inquiry unit emphasising the science capability Use evidence: “Can humans live on Mars?” The findings demonstrate that a deliberate focus on using evidence throughout the unit gave students multiple opportunities to practise and develop this science capability within the engaging context of space travel.

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Saatci, Mustafa, Özkan Elmaz, Aykut Asım Akbaş, Özgecan Korkmaz Ağaoğlu, Mehmet Sari, and Mahiye Özçelik Metin. "Some effects of nationwide small ruminant breeding project under the breeder conditions on goat flocks and their owner." Review on Agriculture and Rural Development 6, no. 1-2 (July 18, 2018): 5–9. http://dx.doi.org/10.14232/rard.2017.1-2.5-9.

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The nationwide small ruminant breeding project under the breeder condition has been started in the year of 2005. The project planned to solve some of the problems related with small ruminant breeding system. Especially, to find the solution for inadequate productivity, lack of organisation, insufficient collaborations, low education, and unreliable registration system were the main parts of the mentioned project. Project planned with sub-projects according to districts and breeds. At the beginning, project started with sheep flocks, and then goats were included. Local sheep and goats associations were involved the project. Project personals were chosen and educated according to project rules. Also, meetings were organised with the selected breeders and the breeders were informed about the projects and their duties. In our region we were examined the goat flocks from the year of 2011 to at the end of 2016. During the period of the project some increases on the live weights of the animals have been detected. Also, breeders directly or indirectly had education about their job. At the end of the scheme, some of the positive effects of the project have been observed on the lives of breeders, goats, collaborations and market situations.

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Mendoza, Lucy, Andres Escamilla, and Ana Cristina García-Luna Romero. "Montessori Project." SHS Web of Conferences 102 (2021): 03004. http://dx.doi.org/10.1051/shsconf/202110203004.

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The architectural character of a building is based on different aspects. In order to understand the spirit of each building, we must study functional, associated and personal elements of it. Each architectural element differs in each aspect since each one is based on previous analysis and studies to be able to emerge and reach its purpose. The Montessori architectural project is based on research on the method of this system that provides environments prepared for the proper development of children in education. The classrooms, materiality, socialization, environments and spaces are studied in order to be able to generate and gradually form design ideas to generate the project in a successful way. It is decided based on the information obtained by previous studies, to use the neuroarchitecture design guideline to be able to meet the guidelines and objectives of this Montessori method, since this guiding concept goes beyond the study of space, but involves the emotions and feelings of the people who live the spaces. In this way, it is better understood that what guides us to the architectural design of the proposal based on the Montessori method are the studies of neuroarchitecture.

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Collins, S. "Dynamic Modelling helps Relief Valve Study during Live ICI Project." Computers & Chemical Engineering 21, no. 1-2 (1997): S911—S916. http://dx.doi.org/10.1016/s0098-1354(97)00165-8.

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Collins, S. N., M. Falgowski, and T. I. Malik. "Dynamic modelling helps relief valve study during live ICI project." Computers & Chemical Engineering 21 (May 1997): S911—S916. http://dx.doi.org/10.1016/s0098-1354(97)87618-1.

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Tan, Hai Chen, Pat Carrillo, Chimay Anumba, John M. Kamara, Dino Bouchlaghem, and Chika Udeaja. "Live capture and reuse of project knowledge in construction organisations." Knowledge Management Research & Practice 4, no. 2 (May 2006): 149–61. http://dx.doi.org/10.1057/palgrave.kmrp.8500097.

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Hartman, Francis, Rafi Ashrafi, and George Jergeas. "Project management in the live entertainment industry: what is different?" International Journal of Project Management 16, no. 5 (October 1998): 269–81. http://dx.doi.org/10.1016/s0263-7863(97)00056-2.

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Kramer, Scott W., Chetan S. Sankar, and Kamal Hingorani. "Teaching Project-Management Issues through Live Cases from Construction Sites." Journal of Professional Issues in Engineering Education and Practice 121, no. 4 (October 1995): 250–55. http://dx.doi.org/10.1061/(asce)1052-3928(1995)121:4(250).

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Blonde, L., M. Buck, R. Galli, W. Niem, Y. Paker, W. Schmidt, and G. Thomas. "A virtual studio for live broadcasting: the Mona Lisa project." IEEE Multimedia 3, no. 2 (1996): 18–29. http://dx.doi.org/10.1109/93.502291.

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Biles, John. "Performing with Technology: Lessons Learned from the GenJam Project." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 9, no. 5 (June 30, 2021): 14–19. http://dx.doi.org/10.1609/aiide.v9i5.12642.

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The author has been performing with GenJam, the Genetic Jammer, for nearly 20 years and has accumulated a wealth of experiences in performing live jazz with technology. This paper presents a discussion of the use of technology in jazz, both from the performer’s and from the audience’s perspective, and it proposes a classification scheme for live performance that is geared to mainstream performing situations.

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Njue, N. Gicovi, A. Sabina Mulwa, D. Ndunge Kyalo, and J. Mwaura Mbugua. "Implementation, Stakeholders` Participation and Sustainability of Public Projects in Kenya: A Conceptual Framework." Journal of Sustainable Development 14, no. 4 (July 23, 2021): 100. http://dx.doi.org/10.5539/jsd.v14n4p100.

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Many public organizations are faced with numerous constraints that limit optimum and sustainable realization of their long-term aspirations. Similarly, implementation of public projects is often hampered by rigid bureaucracies that often edge out good opportunities for public and stakeholders to contribute to sustainable decisions. In response, most of innovative public organizations are quickly formulating guidelines and procedures for integrating stakeholders in project decisions making for greater responsiveness and sustainability. However, many public projects never live to full realization of sustainable changes. Questions arise on the strategies employed to ensure inclusive stakeholder participation in sustainable project implementation. Whereas the conceptualization of project sustainability is abstractly defined in literature, studies have linked implementation strategies to sustainability outcomes. But projects are implemented in very dynamic contexts. Hence the need for case-based evaluation of how project implementation connects to sustainability. Despite the indications that stakeholder participation can play a dualistic role in project sustainability, past empirical studies have assessed stakeholders` participation from linear perspective. This study seeks to fill the knowledge gaps by investigating the interaction between stakeholders` participation and the relationship between implementation and sustainability of public projects in Kenya.

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Vergano, Rina, and Roxana Vilk. "Songs that live in the bones." British Journal of Music Education 39, no. 3 (November 2022): 286–91. http://dx.doi.org/10.1017/s0265051722000328.

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AbstractIn conversation with playwright and theatre journalist Rina Vergano, multidisciplinary artist and musician Roxana Vilk unpicks her own experience of diaspora and the ways in which her cultural, familial and political roots have informed her artistic practice and inspired her current project about the power of lullabies.

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