Current State of High-School Students’ Multiliteracy after a Year of Online Lessons in the Context of Chile

<p style="text-align: justify;">The worldwide pandemic Coronavirus disease, affected every aspect of people’s lives due to being locked at their homes, therefore many difficulties began to appear, especially in education. Scholars were the leading group that has been affected the most due to the online lessons that began from one day to another, without any kind of previous training specifically in these types of contexts at home. According to some national diagnostical studies, most of the students could not achieve the minimum educational objectives in mathematics and language, which are the essential subjects in Chilean education. In this study, in which qualitative phenomenology analysis was used, the aim was to reveal the current state of students after a whole year of online lessons in terms of personal technological use and personal perceptions about e-learning. In this study, in which the criterion sampling was used, semi-structured interviews were conducted with 10 adolescents from different sorts of schools who experienced online lessons using their previous personal knowledge in Information and Communication Technologies. The data were analyzed in Nvivo node tree, which revealed six main themes that define the experience and personal perception of the participants: adaptation to the new order, learning by their own, how to use better the technology, use of social media, new ways of personal knowledge sharing, importance of classmates. It is believed that the results obtained from this study will contribute to schools’ view of learning and teaching education in the 21st century and to improve students’ experiences in online lessons.</p>

Navigating Professional and Personal Knowing Through Reflective Storytelling Amidst Covid-19

The paper offers space for dialogue illustrating reflection as lived, exploring both my personal and professional experiences of grief and loss surrounding the death of my Dad from Covid −19. In my role as a nurse educator, I share understandings of reflection in facilitating learning and person centered practices with students. I illustrate my approach with two stories generating a narrative giving testimony to those who have died and highlighting the ensuing grief for those who have cared for older people during the pandemic. The first reflective story has been shared with students and snapshots of student responses during virtual sessions are incorporated. The second story shifts to a more personal focus reflecting personal knowing. Insights emerge bringing forth personal and professional knowing, about the art and science of holistic nursing. I explore the challenges in separating ourselves from personal knowledge and experience in reflective writing. I invite readers to take time to pause amidst a global healthcare pandemic to consider the potential of reflection to support nurses in recovering from suffering experienced during a pandemic.

Michael Polanyi’s Personal Knowledge as a Work of Alchemy in the Jungian Sense

A climactic moment appears in Michael Polanyi’s Personal Knowledge when he describes the modern predicament of humanity as a second ejection from paradise triggered by the uneasy discovery that our knowledge cannot be justified objectively. Polanyi’s philosophy is a response to the cataclysmic consequences of this second fall from grace. It seeks to establish a “balance of mind” that yields neither to the Scylla of objectivism nor the Charybdis of nihilism. Such themes are reminiscent of Jungian psychology and the process of individuation, yet there is no evidence that Polanyi appreciated this. That he nevertheless employs metaphors and ideas suggestive of the psychical transformations recorded by alchemists is telling. It raises the possibility that while his work is evidently concerned with epistemology, it is, at another level, a highly sophisticated depiction of psychological growth—both for Polanyi, and for anyone who accepts his invitation to join the opus.

Experiences of violence in daily life among adults in California: a population-representative survey

Background Research on violence exposure emphasizes discrete acute events such as direct and witnessed victimization. Little is known about the broad range of experiences of violence (EVs) in daily life. This study assesses the prevalence and patterns of distribution of 6 EVs in an adult general population. Methods California state-representative survey administered online (English and Spanish), July 14–27, 2020. Adult (age ≥ 18 years) California resident members of the Ipsos KnowledgePanel were eligible to participate. Two EVs concerned community environments: (1) the occurrence of gunshots and shootings in the neighborhood and (2) encounters with sidewalk memorials where violent deaths occurred. Four concerned social networks: direct personal knowledge of individuals who (1) had purposefully been shot by someone else or (2) had purposefully shot themselves, and direct personal knowledge of individuals whom respondents perceived to be at risk of violence, either (3) to another person or (4) to themselves. Main outcome measures, expressed as weighted percentages with 95% confidence intervals (CIs), were the prevalence and extent (or dose) of each EV and of EVs in combination and associations between EVs and respondents’ sociodemographic characteristics and firearm ownership status. Results Of 2870 respondents (57% completion rate), 52.3% (95% CI 49.5–55.0%) were female; mean [SD] age was 47.9 [16.9] years. Nearly two-thirds (64.6%, 95% CI 61.9–67.3%) reported at least 1 EV; 11.4% (95% CI 9.7–13.2%) reported 3 or more. Gender was not associated with the prevalence of any experience. Non-owners of firearms who lived with owners reported more extensive EVs through social networks than did firearm owners or non-owners in households without firearms. Knowledge of people who had been shot by others was most common among Black respondents, 31.0% (95% CI 20.9–43.3%) of whom knew 2 or more such persons. Knowledge of people who had shot themselves was greatest among respondents aged ≥ 60 years, but knowledge of persons perceived to be at risk of violence to themselves was greatest among respondents aged 18–29 years. Conclusions and relevance Experiences of violence in daily life are widespread. They occur in sociodemographic patterns that differ from those for direct victimization and suggest new opportunities for research and intervention.

Virtual and Augmented Reality Awareness Tools for Universal Design

This chapter will be focused on contributing to the increase of universal design competencies of future engineers, educators, and designers through the use of mixed reality technologies, closing the gap between theory and field application of principles, towards a more inclusive world and promoting health and wellbeing for all. The experience of a situation where limitations arise in relation to what is taken for granted is an important experience that leads to a personal knowledge of the difficulties. By the use of simulators, especially virtual (VR) and mixed reality (MR) technologies, it is possible to create such experiences. Training based on MR can prepare future and current professionals for up-to-date requirements of the labor market. In addition, it can ensure that the standards such as barrier-free concepts, broader accessibility, adaptive and assistive technology will be familiar to trainees.

Factors Affecting the Knowledge Sharing Behaviors of University Teachers: An Empirical Study in China

Knowledge sharing among teachers denotes an important means of promoting the professional growth of individual instructors. It enhances the competitiveness of school organizations and thus constitutes a focal aspect of knowledge management in universities. This study conducts an in-depth scrutiny of the knowledge sharing behaviors of teachers, examining their sharing intentions and attitude, support received from others, self-control. With this aim, this paper obtains data from 440 college teachers in Jiangxi Province in China. It then constructs a theoretical model reflecting these factors, and the collected data were analyzed through SPSS24 and AMOS24 to obtain the results. The results of this empirical study conducted in China demonstrate that the knowledge sharing intentions of teachers positively influence their knowledge sharing behaviors. Personal knowledge sharing attitudes and support received from others also constructively affect the knowledge sharing intentions of teachers. Self-control has a negative effect on knowledge sharing intentions and exerts an indirect influence on knowledge sharing behaviors. Knowledge sharing attitudes, support received from others, and self-control are strongly and positively correlated. This investigation suggests that the knowledge sharing intentions of teachers must first be enhanced to improve their knowledge sharing behaviors. The enthusiasm of teachers to share knowledge should be stimulated, and teachers should be encouraged to freely share their understanding with others. Further, their tight regulation of self-control should be appropriately relaxed.

Diagnostic statements: a linguistic analysis of how clinicians communicate diagnosis

Objectives To investigate from a linguistic perspective how clinicians deliver diagnosis to patients, and how these statements relate to diagnostic accuracy. Methods To identify temporal and discursive features in diagnostic statements, we analysed 16 video-recorded interactions collected during a practice high-stakes exam for internationally trained clinicians (25% female, n=4) to gain accreditation to practice in Australia. We recorded time spent on history-taking, examination, diagnosis and management. We extracted and deductively analysed types of diagnostic statements informed by literature. Results Half of the participants arrived at the correct diagnosis, while the other half misdiagnosed the patient. On average, clinicians who made a diagnostic error took 30 s less in history-taking and 30 s more in providing diagnosis than clinicians with correct diagnosis. The majority of diagnostic statements were evidentialised (describing specific observations (n=24) or alluding to diagnostic processes (n=7)), personal knowledge or judgement (n=8), generalisations (n=6) and assertions (n=4). Clinicians who misdiagnosed provided more specific observations (n=14) than those who diagnosed correctly (n=9). Conclusions Interactions where there is a diagnostic error, had shorter history-taking periods, longer diagnostic statements and featured more evidence. Time spent on history-taking and diagnosis, and use of evidentialised diagnostic statements may be indicators for diagnostic accuracy.

“Shocked at my Levity”

Ezra Pound’s humor promotes unorthodox intimacies between readers and writers. His portraits in The Pisan Cantos catch Henry James and James Joyce laughing, emphasizing their human peculiarities and Pound’s personal knowledge of them. These scenes suggest how unsatisfactory he finds traditional notions of poetic immortality. Instead, his portraits of jesting writers make literary texts contain the artist as both heroic figure and human individual, doing the work of high art and personal interaction simultaneously. Pound loves the Romantic figure of the poet-hero, but his laughter emphasizes that artist’s fallible humanity, and highlights modernism’s concern with creating accurate models of imaginative sympathy. As Pound’s laughter becomes more intimate, however, it is also more troubling: humor in The Cantos seeks to enlist his reader not just in his poem but in his hierarchical vision of art and his fascist politics.

Human Resources Approach for Optimization of Knowledge Management Implementation: A Case Study at Binus University

Professional human resources view knowledge management as a guarantor of knowledge owned, acquired, and developed together with other people in the organization so that personal knowledge can become organizational knowledge that can contribute to organizational performance. This study aims to analyze the optimization of the implementation of knowledge management at Bina Nusantara University to approach human resources. This approach is carried out to gain commitment and at the same time increase the competence of human resources in using knowledge management. This study uses a qualitative research method with the type of case study. The research results at Bina Nusantara University show that the resource approach focuses on empowering stakeholders, managing perceptions, developing individual competencies and commitments, and appreciating all achievements. This human resource approach is grouped into students, alumni, and parents. Second, industry, business people, and the community. Third, faculty members, and fourth, staff. This research contributes to a deep understanding of the human resource approach for optimizing knowledge management in higher education.