Relevant bibliographies by topics / Un/doing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Un/doing'

Author: Grafiati
Published: 8 March 2025

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Journal articles on the topic "Un/doing"

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Zimmerman, Tegan. "(Un)doing." Journal of Romance Studies 18, no. 3 (January 2018): 305–15. http://dx.doi.org/10.3828/jrs.2018.19.

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Seichter, Sabine. "Un-doing Gender. Doing Person!" Vierteljahrsschrift für wissenschaftliche Pädagogik 87, no. 1 (August 14, 2011): 23–35. http://dx.doi.org/10.30965/25890581-08701003.

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Rabenstein, Kerstin, and Julia Steinwand. "„Un/doing differences“ im Unterricht." Rekonstruktive Ungleichheitsforschung 19, no. 1-2/2018 (December 10, 2018): 113–29. http://dx.doi.org/10.3224/zqf.v19i1-2.08.

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Die ethnographische Differenzforschung leistet u.a. dadurch einen Beitrag zur Forschung zu Bildungsungleichheiten, dass sie den Fokus auf die Prozesse der Differenzierung und damit die Untersuchung von Differenzierungspraktiken als Eröffnung ungleicher, hierarchisierter Positionierungen untersucht. In diesem Beitrag wird ein Vorschlag für die Weiterentwicklung ethnographischer Differenzforschung zu Unterricht diskutiert, der auf die Kontingenz der Aktualisierungen von Differenz im Zusammenhang mit der Konstruktion von Leistung und weiteren sozialen Kategorisierungen im Unterricht zu antworten versucht. An zwei empirischen Beispielen werden Entwicklung und Ertrag eines Forschungsansatzes diskutiert, der die Frage danach, wie welche Differenzen im Unterricht aktualisiert werden, im Forschungsprozess immer wieder zu öffnen versucht.
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Groen, Maike. "(Un)Doing Gender?" International Journal of Gaming and Computer-Mediated Simulations 8, no. 4 (October 2016): 25–37. http://dx.doi.org/10.4018/ijgcms.2016100102.

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Professional digital gaming has established itself as e-sport. The gendered usage of digital games has an impact on the social structure of participants in the professional realm: gamers, organizers, commentators and fans are mostly identified as white men. The background of this phenomena are streaming platforms, where harassment is experienced by most female identified gamers at some point. The community has never been silent about these problems, but how to deal with the gender gap in tournament participants is another question. Gender segregation can facilitate visibility and solidarity – but is this an unnecessary dramatization of the socially constructed line? Do these segregations maybe just reinforce stereotypes? What does it mean for female identified people to participate? And how do gaming communities react? The paper discusses problems and possibilities of female-only tournaments with vivid examples from different games and takes diverse perspectives of (female) gamers, fans and organizations into consideration, while pointing out crucial facts about the topic.
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Badley, Graham Francis. "Un-Doing a Title." Qualitative Inquiry 20, no. 3 (June 19, 2013): 287–95. http://dx.doi.org/10.1177/1077800413489269.

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Exner, Andreas, and Raphael Gerbas. "Un/doing Epistemic Violence." Journal für Entwicklungspolitik 39, no. 1-2 (2023): 193–217. http://dx.doi.org/10.20446/jep-2414-3197-39-1-193.

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Chakrabarti, Anjan, Anup Dhar, and Stephen Cullenberg. "(Un)doing Marxism from theOutside." Rethinking Marxism 28, no. 2 (April 2, 2016): 276–94. http://dx.doi.org/10.1080/08935696.2016.1172799.

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Halford, Susan, Ann Therese Lotherington, Kari Dyb, and Aud Obstfelder. "Un/doing Gender with ICT?" NORA - Nordic Journal of Feminist and Gender Research 18, no. 1 (March 2010): 20–37. http://dx.doi.org/10.1080/08038741003626791.

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Kreutzer, Florian. "Stigma Kopftuch: Un/Doing Difference." Migration und Soziale Arbeit, no. 2 (August 7, 2023): 110–16. http://dx.doi.org/10.3262/mig2302110.

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Der Beitrag konzipiert antimuslimischen Rassismus als negativen Gegenpol zu den universellen Menschenrechten, die wiederum das normative Leitbild des gesellschaftlichen Zusammenhalts in der Moderne formulieren. Die Stigmatisierung des Kopftuchs wird als Praxis des un/doing difference im Kontext von doing race und racial othering verortet. Abschließend wird die verbindende Logik des Sowohl-als-auch im Kontext eines trennenden Entweder-oder als eine Logik des sozialen Zusammenhalts reflektiert.
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Olarte-Sierra, María Fernanda. "(Un)Doing the Colombian Armed Conflict." Social Anthropology/Anthropologie sociale 30, no. 3 (September 1, 2022): 19–37. http://dx.doi.org/10.3167/saas.2022.300303.

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English Abstract: In 2005, Colombia enacted the Justice and Peace Law, which was a transitional framework for addressing the legal status of demobilised members of the paramilitary group Autodefensas Unidas de Colombia [United Self-Defence of Colombia] and other armed groups. In exchange for providing intelligence on the whereabouts of the bodies of people these groups had kidnapped and killed, prison sentences could be reduced. Forensic experts from the Attorney General’s Office were in charge of exhuming and identifying the bodies, placing them centre-stage as a source of scientific evidence, testimony and authority based on their presumed objectivity and non-prejudicial approach. However, forensic knowledge, like all knowledge, is situated, partial and performative. Here, I attend to the effects of forensic knowledge on victims’ right to truth, memory practices and the administration of justice under the Justice and Peace Law. I argue that forensic knowledge co-produces conflict by producing victims and perpetrators whose identities and stories can be at odds with other accounts of the violence that occurred.French Abstract: En 2005, la loi sur la justice et la paix a été promulguée en Colombie. Il s’agissait d’un cadre transitoire permettant de régler le statut juridique des membres démobilisés du groupe paramilitaire Autodefensas Unidas de Colombia [Autodéfenses unies de Colombie] et d’autres groupes armés. Cette loi prévoyait la réduction des peines de prison en échange de renseignements sur l’emplacement des corps des personnes que ces groupes avaient enlevées et tuées. Des experts médico-légaux du bureau du procureur étaient chargés d’exhumer et d’identifier les corps. Cela les plaçait au centre de la scène en tant que source de preuves scientifiques, de témoignages et d’autorité, en raison de leur objectivité présumée et de leur approche non préjudiciable. Cependant, la connaissance médico-légale, comme toute connaissance, est située, partielle et performative. Je m’intéresse ici aux effets des connaissances médico-légales sur le droit des victimes à la vérité, les pratiques de mémoire et l’administration de la justice dans le cadre de la loi Justice et Paix en Colombie. Je soutiens que les connaissances médico-légales coproduisent des conflits en produisant des victimes et des auteurs dont les identités et les histoires peuvent être en contradiction avec d’autres récits de la violence qui s’est produite.
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Dissertations / Theses on the topic "Un/doing"

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Nortier, Edwige. "Becoming an ex-auditor : (un) doing professional norms." Electronic Thesis or Diss., Université Paris sciences et lettres, 2025. http://www.theses.fr/2025UPSLD001.

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Ce travail s’intéresse aux normes qui façonnent l’identité professionnelle des auditeurs au moment de leur départ des Big Four firms. Cette identité repose principalement sur leur capacité à intégrer les règles et normes tacites du professionnalisme (Stack & Malsch, 2022). Je m’appuie sur la réalisation d’une quarantaine d’entretiens semi-directifs réalisés auprès d’ex-auditeurs et d’auditeurs, ainsi que sur une perspective développée à partir des travaux de Judith Butler, qui considère les sujets comme perpétuellements faits et défaits, normativement légitimés et contraints (Tyler, 2019). En développant la relation qu’ont les auditeurs aux normes à travers trois périodes du départ (leur décision de partir, la période liminale et l’après), je souligne les tensions et contradictions des individus qui doivent passer d’être auditeur à devenir ex-auditeur. Théoriquement, cette thèse contribue à montrer que faire et défaire simultanément les normes permet de se maintenir reconnaissable comme professionnel à la fois dans le processus de départ et dans ce qui vient après. Ce maintien se fait à la fois par le relationnel à l’autre, mais aussi par rapport à l’audit, et s’explique à la fois par des raisons stratégiques et émotionnelles. Cette thèse ouvre donc la perspective de comprendre la circulation des normes par l’identité professionnelle
This research focuses on the norms that shape the professional identity of auditors as they depart from Big Four firms. This identity relies mainly on their ability to incorporate the unwritten rules and norms of professionalism (Stack & Malsch, 2022). I use around forty semi-structured interviews conducted with ex-auditors and current auditors as well as a perspective developed from Judith Butler’s work, which considers subjects as perpetually done and undone, normatively enabled and constrained (Tyler, 2019). By examining auditors’ relationships with these norms through different periods of their departure (their decision to leave, the liminal period, and the aftermath), I highlight the tensions and contradictions experienced by individuals as they transition from being auditors to becoming ex-auditors. Theoretically, this thesis shows that simultaneously doing and undoing norms enables individuals to remain recognisable as professionals both during the departure process and in what follows. This continuity is maintained through relationships with others, as well as through one’s relationship to auditing itself, and is explained by both strategic and emotional reasons. Consequently, this thesis opens up a perspective for understanding the circulation of norms through professional identity
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Muhammad, Lameesa W. "Un-Doing School, African American Homeschoolers: A Narrative Inquiry." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311786648.

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Rudolph, Anne. "Un-doing risk : sexually transmitted infections, identity and lesbian bodies." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538611.

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Guevara, Perry Daniel. "(Un)Doing Desdemona gender, fetish, and erotic materiality in Othello /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/457178998/viewonline.

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Smith, Jill Marie. "(Un)Working Binaries, (Un)Doing Privilege: Narratives of Teachers Who Make Safe Spaces for LGBTQ Students." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338392562.

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Austin, Josie. "(Un)doing youth sexualities : mapping young people's bodies and pleasures beyond 'sex'." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/107227/.

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This thesis explores some of the complexities of young people’s sexual subjectivities by foregrounding their experiences during a range of bodily practices. While the majority of research in the field of youth sexuality has focused on negative outcomes, in my research I emphasise pleasure. I worked with a socio-economically and culturally diverse sample of 36 young women and men aged 16 to 18 from south Wales (U.K.). Together we explored their embodied experiences, and a range of different methods of researching these experiences. Rather than asking participants about specific sexual practices, I focused on what felt good (and bad) in and on their bodies in a wide variety of contexts. I used group and individual interviews, and object- and arts-based methods, to map what felt sexual and/or pleasurable to them. I explored the ways in which their sexual subjectivities emerged not only during activities normatively defined as ‘sex’, but also in their engagements with objects, technology, sports, dance, and when their bodies were still. Taking inspiration from feminist appropriations of the Deleuzo-Guattarian concepts of ‘becoming’, ‘assemblage’, ‘affect’, ‘territorialisation’, and ‘deterritorialisation’, I offer intricate mappings of the ways in which affective flows in specific encounters can limit or expand young people’s (sexual) capacities. My data highlights how gendered violence, ‘trophy sex’, objectification and disembodiment remain significant forces in many young people’s sexual lives, especially those of young women. However, my thesis also maps ruptures and ‘alternative figurations’ of youth sexualities (Braidotti 1994; see Renold and Ringrose 2008). I illustrate how young sexual subjectivities can move beyond normative notions of (hetero)sexuality, and how young people sometimes experience sexuality and pleasure in unexpected ways and places. My thesis points to the malleability and multiplicity of youth sexual subjectivities, and towards possibilities for re-imagined sexualities that exceed gendered bodies and phallocentric desire.
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Goldsberry, Clark Adam. "Un/Doing Spirituality: Contemporary Art, Cosmology, and the Curriculum as Theological Text." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7176.

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Talking about spirituality can be uncomfortable. The topic is especially precarious within the sphere of education. Despite the discomfort and precarity, many scholars argue that there may be room in the postmodern curriculum for safe, open, and generative dialogue about religion and spirituality as cultural phenomena. These curriculum theorists (see Slattery, 2013; Doll, 2002; Huebner, 1991; Noddings, 2005; Whitehead, 1967a/1929; Wang, 2002) propose a sensitive critique of spirituality and religion that can lead to cultural healing, re-membering, re-integration and re-collection (Huebner, 1991). In an increasingly fractured world (Slattery, 2013), where spiritual and religious underpinnings cause an array of conflict, this study works toward critical dialogue in a secondary level public school art classroom. Through art-making, writing, and class discussions, the teacher and student researchers explored, critiqued, and de/constructed their own spirituality—with the aim of aggregating, accommodating (Rolling, 2011) and appreciating ways of thinking, being, and practicing that were different from their own. The project adopted A/r/tography as a qualitative research methodology, which views art-making, writing, and conversations as generative pools of data that can produce new understandings, meanings, and potentialities (Irwin et al., 2006; Irwin & de Cosson, 2004; Irwin & Springgay, 2008).
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Galdames, Castillo Ximena. "(Un)doing the Chilean Child and Aunty in a Chilean early years classroom." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10045606/.

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Chile’s history of (neo)colonisation and neoliberalism in education impacted early childhood education (ECE) and its curriculum. Its untroubled philosophical and pedagogical roots promote normalised ideas of ‘childhood’, and the (re)production of a specific subject: ‘the Child’. Consequently, regimes of truth about ‘the Child’ are (re)established in pedagogical and curricular practices. Drawing on Butler’s concept of performativity and Foucault’s understandings of power and discourse, I explored how the Child is not born, but made. During 2013 I spent approximately five months in an EC classroom with 32 young children and four female practitioners. The approach was framed under a postmodern rationale. It was ethnographically informed, which involved participating and observing the everyday routines in the classroom. The ‘data’ that was generated throughout that period was analysed using Haraway’s metaphor of a ‘cat’s cradle’, which had Rapa Nuian influences. This resulted in three Kai-Kai figures, where I (dis)entangled several discourses of ‘the Child’ and ‘the Aunty’. Analysis suggest that ‘the Child’ is made in the ECE classroom, and cannot exist without ‘the Aunty’ (female practitioner), who is accountable for producing child subjects. Both subjects are bound in a binary logic, creating polarised relationships of need and dependency, and care and facilitation. Discourses of ‘the Child’ and ‘the Aunty’ are made through pedagogies informed by the ECE curriculum, produced and regulated by all the subjects, but also resisted and transformed.
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Hunter, Simeon Robert. "(Un)doing the avant-garde : supports/surfaces and tangential semantic strategies in 1970s France." Thesis, Courtauld Institute of Art (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362344.

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Lindholm, Ebba, and Madeleine Thomson. ""(Un)Learning by Doing" : En kartläggning av HR-funktioners perspektiv på arbetet med avlärande vid onboarding." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446375.

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Studiens syfte var att undersöka avlärande vid onboarding ur ett HR-perspektiv. Avlärande innefattar det medvetandegörande, det övergivande och det omlärande stadiet, genom vilka föråldrade arbetssätt överges för att öppna upp utrymme för nya. Onboarding innebär de program en organisation skapar för att underlätta nyanställdas inträde i organisationen. Syftet för studien konkretiserades i de tre frågeställningarna: Hur arbetar organisationers HR-funktion med avlärandets tre stadier?, Hur arbetar organisationers HR-funktion med avlärandets tre stadier vid onboarding? och Hur relateras organisationers strategiska onboardingnivå till deras arbete med avlärande vid onboarding?. Material till studien insamlades genom sex semistrukturerade intervjuer med en stark teorianknytning. Intervjuerna genomfördes med respondenter från organisationers HR-funktion. De teoretiska ramverk som användes var Cegarra-Navarro och Wensleys (2019) teori om avlärande, teorin om Bauers (2010) fyra C, samt Bauers (2010) framställning av organisationers strateginivåer för onboarding.  En tematisk analys av undersökningens material utfördes och grundades i en deduktiv ansats där skildringen av teman föranledde resultatframställan. Studiens resultat visar att HR-funktioner saknar uttalade arbetssätt relaterade till avlärande. Trots detta indikerar studien att organisationers HR-funktioner kan belysa processer i vilka man kan tolkas arbeta med avlärandets medvetandegörande, övergivande och omlärande stadier både med befintliga medarbetare, samt i onboardingen av nya medarbetare. Vidare uppdagades att arbetet relaterat till avlärandets tre stadier kan skilja sig mellan organisationer på olika strateginivåer för onboarding, definierade utifrån teorin om strateginivåer för onboarding.
The aim of this study was to examine unlearning in relation to onboarding, from an HR perspective. Unlearning entails the stages of awareness, relinquishing and relearning in order to abandon obsolete patterns and create room for new ones. Onboarding implies the programs created by an organisation to facilitate the introduction of new employees. The aim of the study was broken down into three research questions: How does organisations’ HR functions apply the three stages of unlearning in their way of working?, How does organisations’ HR functions apply the three stages of unlearning in their onboarding processes?, and How does organisations’ onboarding strategy relate to their application of unlearning during onboarding?. The material of the study was collected through six semi-structured interviews strongly based on the study’s chosen theories. The interviews were conducted with respondents from organisations’ HR function. The theoretical frameworks used were Cegarra-Navarro and Wensley’s (2019) theory of unlearning, Bauer’s (2010) Four C’s as well as Bauer’s (2010) strategic levels of onboarding. A thematic analysis of the study’s material was carried out with a deductive approach where the themes identified laid the base for the results. The results of the study show that organisations’ HR functions lack explicit processes related to unlearning. Despite this, the study indicates that organisations’ HR functions can illustrate processes in which the three stages of unlearning, awareness, relinquishing and relearning, can be identified, both in regards to current and new employees. Furthermore the work related to the three stages of unlearning can differ between organisations on different strategic levels of onboarding, defined by the theory of strategic levels of onboarding.
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Books on the topic "Un/doing"

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Nentwich, Julia C., and Franziska Vogt, eds. (Un)doing Gender empirisch. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32863-4.

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Frazer, Bianca C., and Heather R. Walker, eds. (Un)doing Diabetes: Representation, Disability, Culture. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83110-3.

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Küffner, Carla. Un/doing deportation – Die Arbeit an der Ausreisepflicht. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-38107-3.

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Krammer, Stefan, and Marlen Bidwell-Steiner. (Un)Doing Gender als gelebtes Unterrichtsprinzip: Sprache-Politik-Performanz. Wien: Facultas.WUV, 2010.

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Carolyn, Birdsall, ed. Inside knowledge: (un)doing ways of knowing in the humanities. Newcastle upon Tyne, UK: Cambridge Scholars Pub., 2009.

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Krzyżanowski, Michał. (Un)Doing Europe: Discourses and practices of negotiating the EU constitution. Bruxelles: Peter Lang, 2007.

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Phillipa, Kafka. ( Un)doing the missionary position: Gender asymmetry in contemporary Asian American women's writing. Westport, Conn: Greenwood Press, 1997.

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Schemien, Alexia. Of virgins, curanderas, and wrestler saints: Un/doing religion in contemporary Mexican American literature. Trier: WVT, Wissenschaftlicher Verlag Trier, 2018.

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Brigitte, Lévy, and Andrew Caroline, eds. Evaluating experiences: Doing development with women = Un bilan des expériences de développement avec les femmes. Ottawa: University of Ottawa & Canadian Association for the Study of International Development, 1995.

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dos Santos Pinto, Jovita, Pamela Ohene-Nyako, Mélanie-Evely Pétrémont, Anne Lavanchy, Barbara Lüthi, Patricia Purtschert, and Damir Skenderovic, eds. Un/doing Race. Seismo Verlag AG, 2022. http://dx.doi.org/10.33058/seismo.20745.

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Book chapters on the topic "Un/doing"

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Höppner, Grit, Anna Wanka, and Vera Gallistl. "Un/Doing Violence and Un/Doing Care*." In Linking Ages, 260–74. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003429340-27.

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Harten, Jan. "Un/doing Corona." In Gesellschaft der Unterschiede, 279–96. Bielefeld, Germany: transcript Verlag, 2024. http://dx.doi.org/10.14361/9783839460603-017.

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Sitte-Zöllner, Elisabeth. "(Un)Doing East." In Die Generation der Wendekinder, 131–47. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-11480-0_9.

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Sözen, Deniz. "Un-Doing Belonging." In The Routledge Companion to African Diaspora Art History, 507–19. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003295129-40.

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Seth, Vanita. "(Un)Doing History." In (Un)Doing History, 22–59. London: Routledge, 2025. https://doi.org/10.4324/9781003499305-2.

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Seth, Vanita. "The Faceless Premodern." In (Un)Doing History, 95–144. London: Routledge, 2025. https://doi.org/10.4324/9781003499305-4.

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Seth, Vanita. "Conclusion." In (Un)Doing History, 145–56. London: Routledge, 2025. https://doi.org/10.4324/9781003499305-5.

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Seth, Vanita. "Introduction." In (Un)Doing History, 1–21. London: Routledge, 2025. https://doi.org/10.4324/9781003499305-1.

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Seth, Vanita. "Rethinking Race." In (Un)Doing History, 60–94. London: Routledge, 2025. https://doi.org/10.4324/9781003499305-3.

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Mankki, Laura. "(Un)doing happy Lean." In Gender and Welfare Service Work in Biocapitalism, 141–60. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003309789-7.

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Conference papers on the topic "Un/doing"

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Brodersen, John, Iona Heath, Gisle Roksund, Harald Sundby, and Elisabeth Swensen. "5 The difficult art of un-doing." In Preventing Overdiagnosis, Abstracts, August 2018, Copenhagen. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/bmjebm-2018-111070.5.

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Vogt, Franziska. "Researching (Un)Doing Gender and Enhancing Gender Equality Through Organizational Development in Early Childhood Education." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576204.

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Fontana, Maria Pia, Miguel Mayorga, Mariona Genís, and Jordi Planelles. "Laboratorios de innovación urbana: hacía nuevos aprendizajes entre academia y profesión." In Jornadas sobre Innovación Docente en Arquitectura. Grup per a la Innovació i la Logística Docent en l'Arquitectura (GILDA), 2023. http://dx.doi.org/10.5821/jida.2023.12342.

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The urban innovation project in which this experience took place was addressed challenges through an urban laboratory involving university students from various disciplines. It had two main objectives: addressing issues on Peru-Paraguay Street related to segregation caused by enclosures in public facilities and promoting community awareness in the neighborhood. The methodology included urban strategies, a collaborative web map, a digital fabrication kit, and a community-building process. The pedagogical experience within the urban innovation lab helped develop multiple competencies in students, linked to learning about architecture at various scales: from the city to urban furniture design. Methodologies such as PBL, service learning, collaborative learning, and "learning by doing" were applied. El proyecto de innovación urbana en el que se sitúa esta experiencia abordó desafíos a través de un laboratorio urbano que involucró a estudiantes universitarios de varios grados. Se centró en dos objetivos principales: resolver problemas en la calle Perú-Paraguay relacionados con la segregación generada por los cerramientos en equipamientos públicos y fomentar la conciencia comunitaria en el barrio. La metodología incluyó estrategias urbanas, un mapa web colaborativo, un kit de fabricación digital y un proceso de construcción de comunidad. La experiencia pedagógica dentro del laboratorio de innovación urbana contribuyó a desarrollar múltiples competencias en los estudiantes, vinculadas al aprendizaje de la arquitectura en múltiples escalas: desde la ciudad hasta el diseño de mobiliario urbano. Se aplicaron metodologías como el ABP, APS, aprendizaje colaborativo y "learning by doing”.
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Boronat-Moll, Carles, and Jose Mariano Dahoui Obon. "Proyecto integrador grupal como herramienta de docencia y aprendizaje en Mecatrónica." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.11985.

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La realización de un proyecto grupal en el segundo curso del ciclo fomativo del grado superior en Mecatrónica Industrial adaptando una de las asignaturas (Configuración de sistemas mecatrónicos) y adaptando otras del mismo curso da lugar a la realización de una maqueta automatizada. La consecución de este reto aporta basado en el aprendizaje por proyectos aporta a los alumnos una alta recompensa motivadora para futuros retos, está basada en aprender haciendo (learning by-doing) además al ser un trabajo grupal desarrolla también competencias del trabajo en equipo e integra la mayoría de competencias profesionales del módulo.
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Ballesteros Romero, Steffy Katherine, Javier Mauricio Martínez Gómez, and Clara Isabel López Gualdrón. "Estrategia de enseñanza-aprendizaje." In Encuentro de investigación formativa en Diseño – Semilleros y Grupos de investigación RAD 2022. Cali, Colombia: Red Académica de Diseño - RAD, 2022. http://dx.doi.org/10.53972/rad.eifd.2022.4.20.

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Una de las estrategias más efectivas para desarrollar aprendizajes significativos en Diseño es el aprender haciendo (Learning by Doing). Este tipo de estrategias se ven fortalecidas cuando son apoyadas por TIC (Tecnologías de la Información y la Comunicación). Uno de los objetivos de la EDI UIS es proponer experiencias de formación que permitan a los estudiantes desarrollar sus competencias profesionales apropiándose de los principios teóricos y prácticos de los contenidos del Programa de Diseño. Para lograr los objetivos pedagógicos en la formación por competencias este trabajo desarrolló un proyecto de aula para la asignatura Diseño VIII. Diseño Estratégico, basado en Learning by Doing y apoyado en TIC para el fortalecimiento del proceso educativo, mediante la implementación de un aula virtual y el diseño de Objetos Virtuales de Aprendizaje (OVA), que complementan el material didáctico de la clase. Asimismo, las herramientas virtuales utilizadas (Aula virtual y OVA) fueron evaluadas en tres diferentes aspectos: calidad del entorno virtual, calidad didáctica y calidad técnica. A partir de las anteriores evaluaciones se pudo conocer la experiencia educativa de los estudiantes de Diseño y su impacto en la formación por competencias.
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Acevedo Urquiaga, Ana Julia, José Antonio Acevedo Suárez, Teresita López Joy, Martha Inés Gómez Acosta, and Neyfe Sablón Cossío. "APLICACIÓN DEL CONCEPTO “APRENDER – HACIENDO” EN LA ENSEÑANZA DE LA INGENIERÍA INDUSTRIAL: CASOS DE ESTUDIO." In La formación de ingenieros: un compromiso para el desarrollo y la sostenibilidad. Asociacion Colombiana de Facultades de Ingeniería - ACOFI, 2020. http://dx.doi.org/10.26507/ponencia.770.

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El contexto actual exige profesionales con habilidades de auto preparación, gestión dinámica de procesos e intenso empleo de tecnologías. El acceso a contenidos amplios y siempre disponibles, ha influido en los métodos mediante los cuales todos aprendemos y enseñamos. La enseñanza tradicional, basada en clases presenciales, se va sustituyendo por una formación dinámica que implica al estudiante en contacto directo con su campo de trabajo. Para ello se han desarrollado los conceptos de Learning by Doing; y metodologías como: Aprendizaje Basado en Problemas (ABP), Aula Invertida, Aprendizaje Cooperativo, Gamificación y Design Thinking. Estos métodos pueden influir positivamente en formar mejores habilidades, fuertes y blandas, en los profesionales. El presente trabajo ofrece una metodología general para la aplicación del concepto Aprender-Haciendo (Learning by Doing) a través de una combinación de las metodologías modernas en la enseñanza de las ingenierías. Además, se muestra la aplicación en asignaturas de Ingeniería Industrial de la Universidad Tecnológica de La Habana “José Antonio Echevarría”, Universidad Técnica de Manabí y de la Fundación Universitaria San Mateo. La investigación se basa en los métodos sintético, deductivo y dialéctico, con un fuerte componente de experimentación. El principal resultado teórico, es la obtención de una metodología de Aprender-Haciendo que combina las metodologías modernas para la enseñanza-aprendizaje de las ingenierías. En el aspecto práctico, el desarrollo de asignaturas de Ingeniería Industrial en las universidades en estudio, indican un desempeño dinámico de los estudiantes en las asignaturas abordadas. Se mejora su capacidad de autoaprendizaje, uso de tecnologías y aplicación del trabajo en equipo. Por otra parte, desarrollan capacidad de liderazgo, relaciones interpersonales, actitud positiva y tolerancia al fracaso.
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Rivera-Rogel, Alicia, and Holger Cuadrado-Torres. "Experiencia docente conectada en Taller de Proyectos." In Jornadas sobre Innovación Docente en Arquitectura (JIDA). Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/jida.2022.11622.

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The use of learning-by-doing and learning-by-building methodologies, in the intermediate-superior year of the career in architectural projects workshop, brings the student closer to future professional practice. The experience of good practices of teaching innovation in April/August 2022, materialized in an EcoHabitable Device Prototype, emphasizes that the construction of 1:1 scale model is the link to improve the design process. The prototype with a sustainable zero waste approach and using a single material such as wood has allowed us to visualize real construction processes and better understand the space in three dimensions. The objective of this manuscript is to expose and reflect on the advantages of this participatory and experimental teaching practice in teams, students, and teachers, from its inception to its construction. El empleo de metodologías didácticas como “learning by doing” y “learning by building” en la asignatura de taller de proyectos arquitectónicos, dentro del año intermedio-superior de la carrera, aproxima al estudiante al futuro ejercicio profesional. La experiencia de buenas prácticas de innovación docente abril/agosto 2022, materializada en un Prototipo Dispositivo EcoHabitable, enfatiza que la construcción de modelos a escala 1:1 es el vínculo para mejorar el proceso de diseño. El prototipo con un enfoque sostenible de cero desperdicios y empleando un único material como la madera ha permito visualizar procesos constructivos reales y a entender de mejor manera el espacio en tres dimensiones. El objetivo de este manuscrito es exponer y reflexionar las ventajas de esta práctica docente participativa y experimental en equipo, de estudiantes y profesores, desde sus inicios hasta su construcción.
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Prado-Acebo, Cristina. "Diseño de escenarios de aprendizaje universitarios para aprender haciendo." In Jornadas sobre Innovación Docente en Arquitectura. Grup per a la Innovació i la Logística Docent en l'Arquitectura (GILDA), 2023. http://dx.doi.org/10.5821/jida.2023.12223.

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Education is a global issue, including the spaces where it takes place. There is discussion regarding a change in education, but not about the space necessary for these new active methodologies. In the framework of the philosopher and pedagogue Dewey, following his principle of learning by doing, a historical review of learning scenarios at university level is carried out and the factors to be taken into account in their design are studied, observing the need for a change in learning scenarios, especially in the scale of interior design and furniture, which must be adapted to the methodology, activities to be developed and users. Within the change from the classroom scene to the scenario environment, the classroom and its main characteristic elements are deconstructed, analysing the transition from the fixed desk to the mobile prototype, from the blackboard and the platform to the interactive interface, and from the door to the opening. La educación es un tema de interés mundial, incluyendo los espacios donde se desarrolla. Se habla de un cambio en la educación, pero no del espacio necesario para estas nuevas metodologías activas. Bajo el paraguas del filósofo y pedagogo Dewey, siguiendo su máxima de aprender haciendo, se realiza un recorrido histórico por los escenarios de aprendizaje en el nivel universitario y se estudian los factores a tener en cuenta en su diseño, observando la necesidad de un cambio en los escenarios de aprendizaje, especialmente en la escala del diseño interior y mobiliario, que deben adaptarse a la metodología, actividades a desarrollar y a los usuarios. Dentro del cambio del aula escena al ambiente escenario, se deconstruye el aula y sus principales elementos más característicos, analizando el paso del pupitre mueble al prototipo móvil, de la pizarra y del estrado a la interfaz interactiva, y de la puerta a la apertura.
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De Paredes Gallardo, Carla, Lucía Aparicio, Elisa Giménez, and Cristina Escamilla. "Prevención Primaria como aprendizaje experiencial real." In IN-RED 2018: IV Congreso Nacional de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/inred2018.2018.8627.

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En este trabajo se presenta una actividad a los estudiantes universitarios mediante el “aprendizaje experiencial”, con el que desarrollar un proyecto dirigido a menores vulnerables con el fin de establecer una herramienta de prevención primaria en la escuela. Se seleccionó un tema transversal en asignaturas del Doble Grado de Criminología y Psicología, el “Child Grooming”, enfocado hacia una situación real, más allá de la “simulación”. Se pretende que los menores aprendan estrategias de identificación y evitación de ciertos peligros en la red. La metodología consistió en desarrollo por fases consecutivas: 1ª Unificación criterios con la institución donde se llevó a cabo la actividad; 2ª Desarrollo y elaboración de la herramienta; 3ª. Simulación; 4ª Situación real. Los resultados de la actividad fueron muy satisfactorios, desde el aprendizaje, hasta la utilidad. Las conclusiones, la puesta en marcha de esta metodología fue muy satisfactoria por varias razones: por llevar a cabo la práctica de lo aprendido y elaborado en relación con la titulación; por practicar la futura profesión en uno de sus ámbitos como es la “prevención”; por la sensación de sentirse útiles aportando su contribución a la comunidad, y como motivación para seguir estudiando, aprendiendo y creciendo en el campo profesional. Palabras clave: child grooming, prevención, learnig by doing, aprendizaje experencial, ciencias sociales
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Solis Figueroa, Raúl Alejandro. "El Proyecto Experiencial: la titulación de arquitectos a través de proyectos no convencionales." In Jornadas sobre Innovación Docente en Arquitectura. Grup per a la Innovació i la Logística Docent en l'Arquitectura (GILDA), 2023. http://dx.doi.org/10.5821/jida.2023.12352.

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The communication presents a singular format of final studio work that has been carried out for some years. Along with make known a way of doing, its main objective is to establish lines of relationship between an academic practice that is certainly uncommon and somewhat diffuse, and the areas of performance where graduates later start in the profession. "El Proyecto Experiencial" consists of approaching an architectural problem from a theoretical-experiencial point of view, formulating an argument that includes a process of materialization which transcends into an architectural experience. At the same time, it is inquired how the “Proyecto Experiencial” (project based on an experience of an experiment) can be a reference in the professional evolution of the architects graduated in this modality, and which abilities are provided by the realization of this process in the fiction and autonomy that the academic context allows. A process contrary of the simulation of a reality later be lived in the profession. La comunicación presenta un formato singular de trabajo final de estudios que desde algunos años se viene realizando. Junto con divulgar una manera de hacer, su objetivo central es establecer líneas de relación entre una práctica académica ciertamente alternativa y algo difusa, y los ámbitos de desempeño donde posteriormente los graduados se inician en la profesión. El “Proyecto Experiencial”, consiste en abordar una problemática de la arquitectura, desde una óptica teórico-experiencial, formulando un argumento que involucra un proceso de materialización el cual trasciende en una experiencia arquitectónica. Al mismo tiempo, se indaga acerca de cómo el proyecto experiencial puede referenciar el devenir profesional de los arquitectos titulados en esta modalidad, y a la vez que competencias entrega el realizar este proceso en la ficción y autonomía que permite la academia, y no al contrario, simulando la realidad que vivirá más tarde en la profesión.
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Reports on the topic "Un/doing"

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Miller, Jack. Limiting Global Warming to 1.5°C. Parliamentary Office of Science and Technology, February 2019. http://dx.doi.org/10.58248/pn594.

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Under the Paris Agreement, almost all governments worldwide have agreed to collectively limit global warming to 'well below' 2°C above pre-industrial temperatures, and to 'pursue efforts' to limit this warming to 1.5°C. However, there has been 1°C of warming to date, and current international pledges could result in 3°C or more. A 2018 UN Special Report examined how peak global warming could be limited to 1.5°C above pre-industrial temperatures, and the implications of doing so. This POSTnote outlines key messages from the UN Special Report, and UK responses to preventing and adapting to climate change.
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Gomez Hernandez, Alberto. Luces y sombras del ambiente empresarial puertorriqueño. Instituto de Libertad Económica, 2024. http://dx.doi.org/10.53095/13582014.

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La existencia de un entorno empresarial amigable, que facilite la inversión, el emprendimiento y el crecimiento de las empresas es de máxima importancia para el desarrollo económico de cualquier país. En este artículo revisamos brevemente la situación de Puerto Rico en el último informe Doing Business del Banco Mundial, estudio de referencia que comparaba la facilidad para hacer negocios en la mayoría de los países del planeta. El propósito es conocer cuál es la situación de Puerto Rico en los panoramas latinoamericano y mundial, para tratar de encontrar aspectos mejorables en los que deban enfocarse las futuras reformas.
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Bolton, Laura. Donor Support for the Human Rights of LGBT+. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.100.

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This rapid review synthesises evidence on the bilateral and multilateral donors promoting and protecting the human rights of LGBT+ people on a global scale. It focusses on those donors that have policies, implementation plans and programmes on LGBT+ rights. This review also examines the evidence on the impact of their work. The bilateral donors providing the most support for LGBT+ (Lesbian, Gay, Bisexual, Transgender, +) communities in 2017-18 are the Swedish International Development Cooperation Agency (Sida), UK Department for International Development (DFID), The Netherlands Development Cooperation, Norwegian Agency for Development Cooperation (Norad), and the European Commission (EC). Whilst the multilateral donors providing the most support for LGBT+ are the UN and World Bank. The United Nations (UN) is doing a huge amount of work on LGBT+ rights across the organisation which there was not scope to fully explore in this report. The UN Office of the High Commissioner on Human Rights (UNOCHR) in particular is doing a lot on this theme. They publish legal obligation information, call attention to rights abuses through general assembly resolutions. The dialogue with governments, monitor violations and support human rights treaties bodies. The work of the World Bank in this area focuses on inclusion rather than rights. A small number of projects were identified which receive funding from bilateral and multilateral donors. These were AMSHeR, International Lesbian, Gay, Bisexual, Trans and Intersex Association (ILGA), and Stonewall. This rapid review focused on identifying donor support for LGBT+ rights, therefore, searches were limited to general databases and donor websites, utilising non-academic and donor literature. Much of the information comes directly from websites and these are footnoted throughout the report. Little was identified in the way of impact evaluation within the scope of this report. The majority of projects found through searches were non-governmental and so not the focus of this report.
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