Gotowe bibliografie tematyczne / Critical practice

Gotowa bibliografia na temat „Critical practice”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Critical practice"

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OERMANN, MARILYN H. "Critical Thinking, Critical Practice". Nursing Management (Springhouse) 30, nr 4 (kwiecień 1999): 41. http://dx.doi.org/10.1097/00006247-199904000-00013.

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Smith, Katharine Capshaw. "Critical Practice". Children's Literature Association Quarterly 37, nr 2 (2012): 131–32. http://dx.doi.org/10.1353/chq.2012.0021.

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Wigglesworth, Sarah. "Critical practice". Journal of Architecture 10, nr 3 (czerwiec 2005): 335–46. http://dx.doi.org/10.1080/13602360500162238.

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Soutter, Lucy. "Critical (in) practice". Afterimage 29, nr 4 (styczeń 2002): 4. http://dx.doi.org/10.1525/aft.2002.29.4.4.

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Geer, Ralph T. "Critical Care Practice". Anesthesia & Analgesia 74, nr 2 (luty 1992): 320. http://dx.doi.org/10.1213/00000539-199202000-00044.

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Caldwell, John T. "Critical Industrial Practice". Television & New Media 7, nr 2 (maj 2006): 99–134. http://dx.doi.org/10.1177/1527476403255811.

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Plevak, David J. "Critical Care Practice". Mayo Clinic Proceedings 68, nr 3 (marzec 1993): 317. http://dx.doi.org/10.1016/s0025-6196(12)60059-7.

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Mishra, A. K. "Critical Community Practice". Community Development Journal 44, nr 1 (30.07.2007): 133–35. http://dx.doi.org/10.1093/cdj/bsn038.

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Alexander, Ernest R. "On planning, planning theories, and practices: A critical reflection". Planning Theory 21, nr 2 (4.01.2022): 181–211. http://dx.doi.org/10.1177/14730952211066341.

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The futility of defining planning suggests that there is no planning as a recognizable practice. Sociology of knowledge definitions imply three kinds of planning practices: (1) Generic “planning”—what people do when they are planning; (2) Knowledge-centered “something” (e.g., spatial) planning; and (3) Real planning practiced in specific contexts, from metro-regional planning for Jakarta to transportation planning for the Trans-Europe Network, and enacted in general contexts, for example, informal- or Southern planning. Planning theories are linked to different practices: generic “planning” theories and “something” (e.g., regional, community, environmental, or Southern) planning theories. Selected topics illustrate the “planning” theory discourse and spatial planning theories are briefly reviewed. Three generations of planning practice studies are reviewed: the first, a-theoretical; the second, the “practice movement,” who studied practice for their own theorizing; and the third, informed by practice theories. Five books about planning show how their planning theorist authors understand planning practice. While recognizing planning as diverse practices, they hardly apply “planning” theory to planning practices. “Planning” theories are divorced from enacted planning practices, “something” (e.g., spatial) planning theories include constructive adaptations of “planning” theories and paradigms, but knowledge about real planning practices is limited. Implications from these conclusions are drawn for planning theory, education, and practices.
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Rodriguez, Alberto J., i Deborah Britzman. ""Practice Makes Practice": A Critical Review". Curriculum Inquiry 22, nr 2 (1992): 219. http://dx.doi.org/10.2307/1180035.

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Rozprawy doktorskie na temat "Critical practice"

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Tobias, R. M. "Transition Education as Critical Practice". UC Opportunity, University of Canterbury, 2006. http://hdl.handle.net/10092/3406.

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Firth, Rhiannon. "Critical utopian citizenship : theory and practice". Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11222/.

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This project seeks to bring a critical utopian methodology to bear upon the institution of citizenship in the hope of imagining a theoretical formulation that could encourage active, anti-hierarchical, participatory and empowering practices. The critical utopian approach disrupts conventional disciplinary boundaries, and allows theories and practices that would not normally be associated with citizenship to be brought into dialogue with the concept in thought and imagination, as part of a strategic intervention. This produces a perspective that is simultaneously estranging and creative, deconstructive and experimental. The body of the work considers three themes in particular: territory, authority and rights, which are frequently posited as foundational for politics and citizenship, and proceeds to deconstruct their dominant formulations by imagining an infinitely critical utopian ‘outside’. Diverse bodies of theory including post-structuralism, anarchism, post-structural and post-left anarchisms, ecology, critical geography and feminism are drawn upon to articulate critical utopias of space without territory, decision-making without authority and ethics without rights. The project then brings another ‘outside’ into dialogue with the theory: practices in what are termed ‘autonomous utopian communities’; including intentional communities, autonomous social centres, housing co-operatives and eco-villages. The aim of the project is to use a dialogue between critically resistant theories and practices to expose the obscured normative and indeed utopian foundations of many dominant theories of citizenship, and to consider the ethical and practical effects of hegemonic and truth-claiming discourses. The project also posits something different: a contingent and open-ended critical utopian citizenship that favours perspectival multiplicity, process over closure, and contingency over certainty, that can be engaged in by citizens and non-citizens in everyday life.
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Christensen, Martin. "Advancing practice in critical care nursing". Thesis, Bournemouth University, 2008. http://eprints.bournemouth.ac.uk/15988/.

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This thesis presents a body of publications in the area of critical care nursing, for the consideration of the award Doctor of Philosophy by publication. The publications and their dissemination herein contribute to a new and original body of knowledge within critical care nursing practice. This thesis aims to demonstrate how an original contribution to the advancement of critical care practice has developed through an on-going integration of academic and practice work and has led to the development of a model for advancing practice. Based on the know-that and know-how framework of advanced knowledge, consideration is given how this approach could be better developed to incorporate other dimensions attributed to experiential learning, namely pattern recognition and an exemplar of the knowing-how knowing-that framework is offered. However, it emerged that there are problems with advancing practice because it is considered the work of the advanced practitioner, yet it is contended that there needs to be a process which allows individuals to advance their own practice. Therefore, it was necessary to develop a working definition of advancing practice not only to map professional advancement of critical care nursing practice and how published works illustrate this, but to offer model of knowledge integration based around theoretical, practical, reflective and reflexive practice and supervisory support to enable individual practitioners the framework to advance practice. This thesis is presented in three chapters: Introduction, Body of Work and The Way Forward. In the first chapter, an overview of the origins and trends of advanced nursing practice and the emergence of advancing nursing practice in critical care. The purpose of this first section, however, is not to engage in the politico-professional debate on the meaning of advanced practice, because this is well developed within the literature, but is to set the scene in the context of published work. By using a narrative approach as a journey of personal discovery, a description of how published works illustrate progress in this respect and show the advancing of critical care practice.The second chapter not only comprises publications with regard to critical care nursing practice but also presents a detailed critique of these publications and their contribution to advancing critical care nursing practice and knowledge. Moreover this discussion identifies three themes which are further developed into the classification of knowledge attributable to advancing practice. In the concluding chapter, recommendations for the way forward are discussed with the development of a critical care nursing knowledge integration model. An exemplar of the model demonstrates that advancing practice in critical care is a continual process of development, analysis and practice that advances the knowledge and skill of critical care nursing. More importantly, it is the integration of all these facets that allows for the growth of the individual to become an advanced practitioner. In summary, this thesis represents a portfolio of work that makes an original contribution to critical care nursing knowledge. The product of this thesis is the development of a knowledge integration model as the basis for advancing practice:"
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Trede, Franziska Veronika. "A Critical Practice Model For Physiotherapy". Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1430.

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A perspective in critical social science is concerned with knowledge, power and critique. This thesis explores the question: What would physiotherapy practice look like if it were informed by critical social science? This question originated from four observations: (1) physiotherapists work with constantly changing health care demands, (2) traditional practice approaches underpinned by rational objectivity widen the gap between theory and practice, (3) professional judgments are based on more than objective, rational thinking, and (4) concluding from the first three observations clinical physiotherapists rely more and more on thinking for themselves. If physiotherapists were to adopt a critical social science perspective they would question their practice, identify taken-for-granted, unreflected assumptions and unnecessary system constraints and liberate themselves, their practice and patients, thereby enhancing both the quality of patient care and the practitioner’s professional work experience. Following the hermeneutic tradition I constructed texts from pertinent literature as well as transcripts from participants’ interviews, action plans and field notes. I developed an integrative design to interpret these texts drawing from philosophical and critical hermeneutics as well as action research. The question and answer dialogue methodology consisted of four cycles including deep, critical and transformative dimensions. These I labelled critical transformative dialogues. The first dialogue was with the critical social science literature and with the Gadamer-Habermas and Foucault- Habermas debates in particular. These debates addressed issues of rationality, knowledge and power. Further, I reviewed relevant education, nursing and health promotion literature that addressed these critical social science themes. This first dialogue crystallised my identification of key CSS dimensions relevant to physiotherapy practice. The second dialogue comprised physiotherapy literature that related to these identified critical social science dimensions, as well as transcripts from physiotherapists’ interviews. This dialogue critically interpreted current practice models in their historical, educational and practice contexts. It highlighted the finding that physiotherapy practice is currently dominated by instrumental thinking rather than critical thinking, and that there is a lack of engagement of physiotherapy practice with CSS. The third dialogue was with physiotherapists trialling CSS in practice. Physiotherapists of this trialling group designed action learning “contracts” where they set out to change their practice in the sense of adopting CSS principles and activities in their practice. I explored with these participants how CSS could work or fit in their practice and practice contexts and how this would be experienced. Through this action learning project of endeavouring to transform their practice towards a CSS model I explored participants’ capacity to learn about posing problems concerning their practice, recognise practice contradictions, experience practice challenges and recognise their motivations and interests. This exploration illuminated the viability of CSS in their practice. The fourth dialogue was with physiotherapists who operationalised CSS values or who could visualise a CSS framework for their practice whether they used this terminology or not. This dialogue brought critical understanding of the advantages and potential limitations of realising a CSS-centred physiotherapy practice. I conclude the thesis with twelve propositions arising from these four critical transformative dialogues. Based on the trialling, transforming and visioning of CSS as a model for physiotherapy practice, the relevance of these propositions for critical physiotherapy practice is asserted and implications for education and further research are discussed. The contribution that CSS can make to physiotherapy practice is to add critical transformative dialogues as a strategy to advance practice that is patient-centred and multidisciplinary in approach, inclusive of sociopolitical environments, mindful of professional power and open about professional values.
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Trede, Franziska Veronika. "A Critical Practice Model For Physiotherapy". University of Sydney, 2006. http://hdl.handle.net/2123/1430.

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Doctor of Philosophy
A perspective in critical social science is concerned with knowledge, power and critique. This thesis explores the question: What would physiotherapy practice look like if it were informed by critical social science? This question originated from four observations: (1) physiotherapists work with constantly changing health care demands, (2) traditional practice approaches underpinned by rational objectivity widen the gap between theory and practice, (3) professional judgments are based on more than objective, rational thinking, and (4) concluding from the first three observations clinical physiotherapists rely more and more on thinking for themselves. If physiotherapists were to adopt a critical social science perspective they would question their practice, identify taken-for-granted, unreflected assumptions and unnecessary system constraints and liberate themselves, their practice and patients, thereby enhancing both the quality of patient care and the practitioner’s professional work experience. Following the hermeneutic tradition I constructed texts from pertinent literature as well as transcripts from participants’ interviews, action plans and field notes. I developed an integrative design to interpret these texts drawing from philosophical and critical hermeneutics as well as action research. The question and answer dialogue methodology consisted of four cycles including deep, critical and transformative dimensions. These I labelled critical transformative dialogues. The first dialogue was with the critical social science literature and with the Gadamer-Habermas and Foucault- Habermas debates in particular. These debates addressed issues of rationality, knowledge and power. Further, I reviewed relevant education, nursing and health promotion literature that addressed these critical social science themes. This first dialogue crystallised my identification of key CSS dimensions relevant to physiotherapy practice. The second dialogue comprised physiotherapy literature that related to these identified critical social science dimensions, as well as transcripts from physiotherapists’ interviews. This dialogue critically interpreted current practice models in their historical, educational and practice contexts. It highlighted the finding that physiotherapy practice is currently dominated by instrumental thinking rather than critical thinking, and that there is a lack of engagement of physiotherapy practice with CSS. The third dialogue was with physiotherapists trialling CSS in practice. Physiotherapists of this trialling group designed action learning “contracts” where they set out to change their practice in the sense of adopting CSS principles and activities in their practice. I explored with these participants how CSS could work or fit in their practice and practice contexts and how this would be experienced. Through this action learning project of endeavouring to transform their practice towards a CSS model I explored participants’ capacity to learn about posing problems concerning their practice, recognise practice contradictions, experience practice challenges and recognise their motivations and interests. This exploration illuminated the viability of CSS in their practice. The fourth dialogue was with physiotherapists who operationalised CSS values or who could visualise a CSS framework for their practice whether they used this terminology or not. This dialogue brought critical understanding of the advantages and potential limitations of realising a CSS-centred physiotherapy practice. I conclude the thesis with twelve propositions arising from these four critical transformative dialogues. Based on the trialling, transforming and visioning of CSS as a model for physiotherapy practice, the relevance of these propositions for critical physiotherapy practice is asserted and implications for education and further research are discussed. The contribution that CSS can make to physiotherapy practice is to add critical transformative dialogues as a strategy to advance practice that is patient-centred and multidisciplinary in approach, inclusive of sociopolitical environments, mindful of professional power and open about professional values.
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Fisher, Joyce Ann. "Critical thinking in critical care nurses". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036181.

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Critical care nurses need finely honed critical thinking skills in order to be safe, competent, and skillful practitioners of their profession. If clinical nurses do not learn how to reason effectively, they may make inappropriate decisions about their patients' care, ultimately resulting in increased patient mortality (Fonteyn, 1991). In addition, increasing nurses' decision-making and autonomy has been shown to improve job satisfaction and retention (Prescott, 1986).There are many authors who write about the need for developing critical thinking skills among practicing professional nurses (Creighton, 1984; Jenkins, 1985; Levenstein, 1981, 1983, 1984). However, research assessing the impact of continued education and clinical experience on the development of critical thinking skills is sparse.The purpose of this exploratory study is to determine if there is a relationship between the level of critical thinking skills (as measured by the Watson-Glaser Critical Thinking Appraisal Tool, 1980) in critical care nurses and the length of nursing experience, amount of continuing education pursued annually, and the level of formal nursing education completed. The conceptual framework that provides the basis for this study is Patricia Benner's (1984) application of the Dreyfus Model of Skill Acquisition to clinical nursing practice.Participants (N = 61) were obtained on a voluntary basis from the population of critical care nurses working in the intensive Care Unit, Coronary Care Unit, Cardiac Catheterization Laboratory, or Emergency Care Center of a 600 bed midwestern acute care facility. Each participant in the study was asked to sign an informed consent agreeing to participate after receiving a written and oral explanation of the study. Confidentiality of the participants was maintained by substituting identification numbers for the subjects' names on the data collection instruments. The investigator supervised the administration of the critical thinking instrument and demographic questionnaire.The Pearson product-moment correlation coefficient and a two-tailed t-test for independent samples were used to determine if there were any significant relationships between the WGCTA score and the length of critical care experience, attendance of continuing education programs, or completion of additional formal education. This data analysis supported hypothesis one with the results revealing a significant positive correlation (r = .46, p = <.001) between the WGCTA scores and the length of critical care experience. In addition, a statistically significant but weak positive correlation was found between the WGCTA scores and the length of experience in CCU (r = .52, p = .001). No significant correlation existed between the WGCTA scores and length of experience in ECC, ICU, or CCL. Hypothesis two was supported with a significant difference (t = 3.58, df = 59, p = .001) found between the critical thinking ability of the two groups, with those who have completed an additional formal program of nursing education scoring higher. A significant but weak positive correlation (r = .30, p =.020) was found between the number of continuing education programs attended annually and the WGCTA scores. Multiple regression was performed with the total WGCTA score being the dependent variable and total critical care experience, completion of additional formal education, and attendance of continuing education programs being the independent variables. Only total critical care experience entered the equation (E = 16.03, p = <.001) explaining 21% of the variance.The information gained from this study will provide direction for the review of existing orientation, continuing education, and staff development programs provided at different levels of nursing experience and make suggestions for change to enhance critical thinking skill development.
School of Nursing
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Austin, Stephanie. "Critical psychology in action, recommendations for the practice of critical psychology". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40330.pdf.

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Kumbier, Alana. "Ephemeral Material: Developing a Critical Archival Practice". Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1236198205.

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Shields, James Mark. "Critical Buddhism : a Buddhist hermeneutics of practice". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102172.

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This study critically analyzes Critical Buddhism (hihan bukkyo ; hereafter: CB) as a philosophical and a religious movement; it investigates the specific basis of CB, particularly the philosophical categories of critica and topica, vis-a-vis contemporary theories of knowledge and ethics, in order to re-situate CB within modern Japanese and Buddhist thought as well as in relation to current trends in contemporary Western thought.
This study is made up of seven chapters, including the introduction and the conclusion. The introduction provides the religious and philosophical context as well as the motivations and intentions of the study. Chapter 2 with the title "Eye of the Storm: Historical and Political Context" is largely explanatory. After a brief analysis of violence, warfare and social discrimination within Buddhism and specifically Japanese traditions, some important background to the context in which Critical Buddhism arose is recalled. In addition, the development of so-called Imperial Way Zen (kodozen )---which represents in many respects the culmination of the 'false' Buddhism the Critical Buddhists attack---is examined. The following chapter on the roots of topica analyses a number of the larger epistemological and ethical issues raised by CB, in an attempt to reinterpret both 'criticalism' and 'topicalism' with reference to four key motifs in Zen tradition: experience (jikishi-ninshin: "directly pointing to the human mind [in order to realize the Buddha-nature]" [B.]); tradition (kyoge-betsuden: "an independent transmission apart from written scriptures" [M. 6, 28]); language (furyu-moji or furyu-monji: "not relying on words and letters" [M. 6]); and enlightenment (kensho jobutsu: "awakening to one's original Nature [and thus becoming a Buddha]" [Dan. 29]). Here and in Chapter 4, on "New Buddhisms: Problems in Modern Zen Thought," the CB argument against the many sources of topical thinking is outlined, paying particular attention to question of 'pure experience' (junsui keiken) developed by Nishida Kitaro and the Kyoto School. Chapter 5 on "Criticism as Anamnesis: Dempo/Dampo" develops the positive side of the CB case, i.e., a truly 'critical' Buddhism, with respect to the place of historical consciousness and the weight of tradition. Chapter 6, "Radical Contingency and Compassion," develops the theme of radical contingency, based on the core Buddhist doctrine of pratitya-samutpada (Jp. engi) as the basis for an effective Critical Buddhist epistemological and ethical strategy. The conclusion elaborates a paradigm for comparative scholarship that integrates the insights of Western philosophical hermeneutics, pragmatism, CB, and so-called 'Buddhist theology'. The implications of the Critical Buddhist project on the traditional understanding of the relation between scholarship and religion are examined, and also the reconnection of religious consciousness to social conscience, which CB believes to be the genius of Buddhism and which makes of CB both an unfinished project and an ongoing challenge.
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Murphy, Ailbhe. "Tower songs : Critical coordinates for collaborative practice". Thesis, Ulster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537601.

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This thesis has explored the possibilities within collaborative arts practice for creating an interdisciplinary form of evaluation to address the centrality and complexity of negotiation in collaborative practice. The navigational challenges for artists negotiating this field were considered in light of the critical debates within socially engaged arts practice (Kester, 2004 and 2005; Kwon 2002: Bishop, 2009, Lind 2004 and Doherty 2008) which tend to organise the field along a series of binary oppositions such as: process v product; aesthetics v ethics; participative v collaborative practice and intersubjectivity v autonomy. The cross-city collaborative project I initiated in Dublin called Tower Songs served as the vehicle for a practice-based investigation of my research questions. Tower Songs was concerned with the dynamics of a changing city amplified in the demise of public housing (flat complex) estates across Dublin. The thesis introduced a theoretical frame drawn from feminist and post colonial theory (Rodríguez 2006) in order to examine a series of reflective processes which sought to make sense of the first two years work of Tower Songs. From there an interdisciplinary turn in practice was described where questions of epistemology and knowledge production from within the social sciences encounter those negotiated practices and critical references from socially engaged arts practice. The question of evaluation of collaborative projects was tested from the point of view of this expanding theoretical register by Vagabond Reviews through the review of a large scale community-based street spectacle called the Night of the Dark Angel. That interdisciplinary practice was examined in relation to a post structuralist critique which drew on arguments for the destabilising of voice in qualitative inquiry (Lather, 2009 and 2004; Mazzei, 2009; Mazzei and Jackson, 2009 and Jackson, 2009) The post structuralist critique of voice was explored as a move away from the binary oppositions of art critical debates and the pre-determined linguistic arenas of formal evaluation frameworks in favour of a transversal reading of the collaborative experience.
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Książki na temat "Critical practice"

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Critical practice. Wyd. 2. London: Routledge, 2002.

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Marstine, Janet. Critical Practice. New York : Routledge, 2017. | Series: Museum meanings: Routledge, 2017. http://dx.doi.org/10.4324/9781315272016.

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Critical practice. London: Routledge, 1994.

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Keefe, John. A critical practice. London: Mime Action Group, 1993.

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Yoon, Bogum, i Rukhsar Sharif, red. Critical Literacy Practice. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-567-9.

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Critical theory in political practice. Princeton, N.J: Princeton University Press, 1990.

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W, Carlson Richard, i Geheb Michael A, red. Principles & practice of medical intensive care. Philadelphia: Saunders, 1993.

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Hammond, Merryl. Self-directed learning: Critical practice. London: Kogan Page, 1991.

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Poynor, Rick. Jan van Toorn: Critical practice. Rotterdam: 010 Publishers, 2008.

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Hammond, Merryl. Self-directed learning: Critical practice. London: RoutledgeFalmer, 2004.

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Części książek na temat "Critical practice"

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Payne, Malcolm. "Critical practice". W Modern Social Work Theory, 319–47. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40603-3_12.

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McDonald, Catherine. "Critical Practice". W Challenging Social Work, 171–86. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-50549-0_10.

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Marstine, Janet. "Critical practice as reconciliation". W Critical Practice, 1–39. New York : Routledge, 2017. | Series: Museum meanings: Routledge, 2017. http://dx.doi.org/10.4324/9781315272016-1.

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Ferguson, Harry. "Critical Best Practice". W The New Politics of Social Work, 116–27. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-32712-3_7.

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Howe, David. "Critical Best Practice". W A Brief Introduction to Social Work Theory, 188–96. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36523-0_24.

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Marstine, Janet. "Changing hands". W Critical Practice, 40–82. New York : Routledge, 2017. | Series: Museum meanings: Routledge, 2017. http://dx.doi.org/10.4324/9781315272016-2.

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Marstine, Janet. "‘Temple swapping’". W Critical Practice, 83–118. New York : Routledge, 2017. | Series: Museum meanings: Routledge, 2017. http://dx.doi.org/10.4324/9781315272016-3.

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Marstine, Janet. "Platforms". W Critical Practice, 119–56. New York : Routledge, 2017. | Series: Museum meanings: Routledge, 2017. http://dx.doi.org/10.4324/9781315272016-4.

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Marstine, Janet. "Reconciliation and the discursive museum". W Critical Practice, 157–85. New York : Routledge, 2017. | Series: Museum meanings: Routledge, 2017. http://dx.doi.org/10.4324/9781315272016-5.

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Huffstuter, Jessica G., i Bashar Kahaleh. "Critical Ischemia". W In Clinical Practice, 79–99. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53736-4_8.

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Streszczenia konferencji na temat "Critical practice"

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"Critical Bridge: Learning Practice / Teaching Practice". W 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.46.

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The bridge between two apparently opposite poles, the academy and the profession, isn’t a relationship where one underpins the other. Instead it should be seen as a continuum that establishes a system of checks and balances where in order to thrive, one needs the other. In his book ‘New Essentialism / Material Architecture’ Borden discuss-es this relationship between the ‘practice of architecture’ and the ‘practice of teaching’. “Leading practitioners and design thinkers are associated with academic institutions. This connection to teaching represents a critical bridge that endows the academy with an experimental and investigative validity while providing the ever renewing energy, experimentation, and inquiry that feeds and validates a professional office.” The association between these two poles produce a symbiosis with one learning from and teaching the other. The academy is validated through the accountability of the profession, while at the same time, the profession is nourished through the curious and investigative environment that only the academy can provide. On the one hand, professional practice is primarily seen as a service-based profession that wrestles with the pressures of societal demands that influence its outcomes whether they be in the form of research or a product/commodity. Practice is the point of translation of ideation to reality, a process dominated by pragmatics and constraints. This process, in some respects, is the validation of disciplinary experimentation and speculation that can be undertaken in both the profession or academy. The academy, on the other hand has the option of freeing itself of societal demands and pragmatic constraints, and serves as the guardian of the disciplinary calling which separates architecture from building. The design studio is a place where knowledge in generated in a diverse, equitable and inclusive manner. However, this freedom can be seen in two ways. Some view the work produced in an academic environment lacking rigor and not grounded in reality. This view leads to a questioning of its validity and the beneficial implications that it might have for the betterment of the profession and society at large. However, without this freedom and ability to speculate severely limits the possibilities for innovation in the field.
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Vallgårda, Anna. "Session details: Critical Practice". W DIS '16: Designing Interactive Systems Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3248676.

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Quayzin, X. "Are best practices really best practice? [safety critical industry]". W 6th IET International Conference on System Safety 2011. IET, 2011. http://dx.doi.org/10.1049/cp.2011.0271.

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Fraser, Michael. "Boundary Representation in Practice". W ACADIA 1993: Education and Practice: The Critical Interface. ACADIA, 1993. http://dx.doi.org/10.52842/conf.acadia.1993.173.

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Karr, Josh. "Designing pedagogies of practice for a critical practice-based teacher education". W 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-278.

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"ACTIVITIES FOR DEVELOPING CRITICAL THINKING SKILLS". W Advanced Studies in Science: Theory and Practice. Global Partnership on Development of Scientific Cooperation LLC, 2015. http://dx.doi.org/10.17809/14(2015)-12.

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Naccarato, Teoma J., i John MacCallum. "Critical Appropriations of Biosensors in Artistic Practice". W MOCO '17: 4th International Conference on Movement Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3077981.3078053.

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Jog, Bharati. "Integration of Computer Applications in the Practice of Architecture". W ACADIA 1993: Education and Practice: The Critical Interface. ACADIA, 1993. http://dx.doi.org/10.52842/conf.acadia.1993.089.

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Liu, Yu-Tung. "Recognizing Emergent Subshapes in Design Problem Solving: A Connectionist Investigation". W ACADIA 1993: Education and Practice: The Critical Interface. ACADIA, 1993. http://dx.doi.org/10.52842/conf.acadia.1993.131.

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Fox, C. William. "An Interactive Urban Database". W ACADIA 1993: Education and Practice: The Critical Interface. ACADIA, 1993. http://dx.doi.org/10.52842/conf.acadia.1993.069.

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Raporty organizacyjne na temat "Critical practice"

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McCorkill, Georgia. Fashion Fix: Exploring Garment Repair from a Critical Fashion Practice Perspective. University of Limerick, 2021. http://dx.doi.org/10.31880/10344/10230.

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Bensi, Michelle, Somayeh Mohammadi, Shih-Chieh Kao i Scott T. DeNeale. Multi-Mechanism Flood Hazard Assessment: Critical Review of Current Practice and Approaches. Office of Scientific and Technical Information (OSTI), lipiec 2020. http://dx.doi.org/10.2172/1637939.

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Bensi, Michelle, Somayeh Mohammadi, Shih-Chieh Kao i Scott Deneale. Multi-Mechanism Flood Hazard Assessment: Critical Review of Current Practice and Approaches. Office of Scientific and Technical Information (OSTI), lipiec 2020. http://dx.doi.org/10.2172/1649363.

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Chattopadhyay, Aditi, Mark Seaver, Antonio Papandreou-Suppapola, Seung B. Kim, Narayan Kovvali, Charles R. Farrar, Matt H. Triplett i Mark M. Derriso. A Structural Health Monitoring Workshop Roadmap for Transitioning Critical Technology from Research to Practice. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2012. http://dx.doi.org/10.21236/ada554786.

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Du, Li, Yamin Chen, Xiu Jin, Wei Yuan i Jianshu Wang. Critical appraisal of Clinical Practice Guidelines for Depression in Children and Adolescents: a protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, sierpień 2020. http://dx.doi.org/10.37766/inplasy2020.8.0002.

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Carty, Anthony, i Jing Gu. Theory and Practice in China’s Approaches to Multilateralism and Critical Reflections on the Western ‘Rules-Based International Order’. Institute of Development Studies (IDS), październik 2021. http://dx.doi.org/10.19088/ids.2021.057.

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China is the subject of Western criticism for its supposed disregard of the rules-based international order. Such a charge implies that China is unilateralist. The aim in this study is to explain how China does in fact have a multilateral approach to international relations. China’s core idea of a community of shared future of humanity shows that it is aware of the need for a universal foundation for world order. The Research Report focuses on explaining the Chinese approach to multilateralism from its own internal perspective, with Chinese philosophy and history shaping its view of the nature of rules, rights, law, and of institutions which should shape relationships. A number of case studies show how the Chinese perspectives are implemented, such as with regards to development finance, infrastructure projects (especially the Belt and Road Initiative), shaping new international organisations (such as the Asian Infrastructure Investment Bank), climate change, cyber-regulation and Chinese participation in the United Nations in the field of human rights and peacekeeping. Looking at critical Western opinion of this activity, we find speculation around Chinese motives. This is why a major emphasis is placed on a hermeneutic approach to China which explains how it sees its intentions. The heart of the Research Report is an exploration of the underlying Chinese philosophy of rulemaking, undertaken in a comparative perspective to show how far it resembles or differs from the Western philosophy of rulemaking.
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Opiyo, Newton. What are the impacts of teaching critical appraisal skills in healthcare settings? SUPPORT, 2016. http://dx.doi.org/10.30846/161211.

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Critical appraisal is the process of assessing and interpreting evidence by systematically considering its validity (closeness to the truth), results and relevance to an individual’s work. The goal of formal training in critical appraisal skills is to help healthcare workers in understanding results of research studies and their relevance to patient care. This review focused on training for qualified health professionals in practice, and not health professional students.
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Opiyo, Newton. What are the impacts of teaching critical appraisal skills in healthcare settings? SUPPORT, 2016. http://dx.doi.org/10.30846/161114.

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Critical appraisal is the process of assessing and interpreting evidence by systematically considering its validity (closeness to the truth), results and relevance to an individual’s work. The goal of formal training in critical appraisal skills is to help healthcare workers in understanding results of research studies and their relevance to patient care. This review focused on training for qualified health professionals in practice, and not health professional students.
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Stanley, April Elisha, i Ellen McKinney. Gallery Walk: An Activity in Flat Patternmaking for Practice and Critical Thinking about the Application of Darts and Dart Equivalents. Ames: Iowa State University, Digital Repository, listopad 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1533.

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Long, Wendy, Zackery McClelland, Dylan Scott i C. Crane. State-of-practice on the mechanical properties of metals for armor-plating. Engineer Research and Development Center (U.S.), styczeń 2023. http://dx.doi.org/10.21079/11681/46382.

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This report presents a review of quasi-static and dynamic properties of various iron, titanium, nickel, cobalt, and aluminum metals. The physical and mechanical properties of these materials are crucial for developing composite armoring systems vital for protecting critical bridges from terrorist attacks. When the wide range of properties these materials encompass is considered, it is possible to exploit the optimal properties of metal alloys though proper placement within the armoring system, governed by desired protective mechanism and environmental exposure conditions.
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