Journal articles: 'TASK (Organization : Trenton, N.J.)' – Grafiati (2024)

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Abstract King, J. R., Agostini, V. N., Harvey, C. J., McFarlane, G. A., Foreman, M. G. G., Overland, J. E., Di Lorenzo, E., Bond, N. A., and Aydin, K. Y. 2011. Climate forcing and the California Current ecosystem. –ICES Journal of Marine Science, 68: 1199–1216. The Climate Forcing and Marine Ecosystem (CFAME) Task Team of the North Pacific Marine Science Organization (PICES) was formed to address climate forcing impacts on ecosystem structure and productivity of marine species. For the California Current system, the Task Team described the physical processes, built an overview of species across trophic levels, and described how the population dynamics of these species have changed over time. Based on the synthesis work, conceptual models were developed describing the potential pathways linking climate forcing, oceanography, and species' responses. The resultant empirical data scenarios draw on ecosystem histories to provide a synopsis of expected change given global climate change. The multidisciplinary team faced challenges and limitations in their attempt to draw connections between the outputs from global climate models (GCMs), the physical processes, and the subsequent impacts on species via the identified pathways. To some degree, there was a mismatch of variables that fishery scientists identified as important in determining species' response to climate and physical forcing and the variables that current GCMs can now resolve at the regional level. These gaps will be important for researchers to consider as they begin to develop higher-resolution climate and regional oceanographic models for forecasting changes in species' productivity.

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One of the strategic objectives of education is the development of emotional intelligence. The paper examines the relationship between readiness to forgive and emotional intelligence with the level of subjective control. The study of emotional intelligence was carried out according to the method “Emotional intelligence” (N. Hall), the study of the level of subjective control was carried out according to the method of J. Rotter. To determine the level of readiness for forgiveness, the author's questionnaire "Readiness for forgiveness" was compiled. Readiness for forgiveness creates conditions for the development of a personality as a forgiver as well as the personality of the forgiven person. It appears as a result of deeper understanding of the traumatic situation and the reasons for its occurrence. Readiness to forgive, to our opinion, is a base tool for the transformation of emotional manifestation. We found a significant correlation between the integrative index of emotional intelligence and a level of a readiness for forgiveness. Subjects with a high readiness for forgiveness are capable of efficient regulation of their emotional sphere. Various forms of organization of group work help students to adjust their ideas about readiness for forgiveness, which contributes to the development of emotional intelligence, harmonization of both intrapersonal and interpersonal space. Formation of a deeper and adequate understanding of readiness for forgiveness is an important task of the education.

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Relevance of research topic. Increasing the stability of economic development of the Ukrainian economy requires improving the management system with the use of modern tools, one of which in recent years has become the Foresight methodology. Foresight forecasting as an innovative tool is the most effective in the field of national competitiveness in the face of rapid change. Foresight is a special technology for designing the future based on the consolidation of disparate visions that guide the roadmap for decision-making in the medium and long term perspective. Formulation of the problem. The organization of Foresight research in Ukraine requires the use of the latest tools and expert research methods that are widely used in the world to design the future. The relevance of this study lies in a more specific and reasoned justification of the need to adapt the methodological tools of the foresight to Ukrainian realities. Analysis of recent research and publications. The theoretical and methodological basis of the study were the works of domestic and foreign scientists. In particular, focusing on the tools and methods used in the pre-Foresight stage of the study has been the focus of such foreign specialists as: E. Anselmo de Castro, N. Ya. Kalyuzhnova, M. Kinen, G. P. Korshunov, S. V. Kryukov, I. Miles, E. J. Mouse, S. Mendonya, R. Popper, R. Rohrbex, J. Tymen, B. Sapio, V. P. Tretyak, N. Chrysulakis, F. Schweizer, as well as domestic scientists: V. M. Geyts, S. I. Doroguntsov, L. V. Deineko, M. Z. Zgurovsky, T. K. Kvasha, M. O. Kizim, I. O. Kirnos, E. M. Libanova, O. I. Reshetnyak, O. F. Paladchenko, V. E. Khaustova, S. S. Shumska. Description of unexplored parts of the general problem. There is a lack of materials in the domestic scientific literature explaining the preparation for Foresight research, justification of the combination and choice of certain methods for case studies. Also, there is still no permanent practice of Foresight in Ukraine, which would be embodied in political decisions. The methodological tools for the implementation of Foresight procedures have not yet been adapted to the Ukrainian experience, which is due to the significant practical interest in the research topic and determined its theoretical and methodological value. Problem statement, the purpose of the study. Foresight research is an extremely promising tool for strategic management, the basis for the formation of the state strategy for the development of the country, region, and any field of activity. Given this fact, the task of this study is: taking into account international experience, to consistently explore a set of tools and methods used in domestic practice of planning and organizing Foresight research, which will ensure the introduction of scientific prediction technology on a regular basis and its improvement at all levels of public administration, local self-government, with the involvement of leading scientific institutions and public organizations. The purpose of the article is to substantiate the need to develop a comprehensive approach to the preparation of Foresight using world’s best practices and adapt them to the conditions of medium and long-term forecasting of the national economy. Method or methodology for conducting research. In the process of solving the problem, in particular, the following general and special methods were used: methods of system analysis, analysis and synthesis, grouping; empirical methods of comparison and generalization; dialectical method of cognition and ascent from the concrete terms to the abstract terms. Presentation of the main material (results of research). The basis of the article on pre-Foresight research of the Ukrainian economy was the study of international experience and modern approaches to the organization of pre-Foresight research, in particular, on the practical aspects of organizing the development of Foresight in terms of determining tools and methods used in its conduct. The long-term experience of Ukraine in the implementation of Foresight on various research topics is analyzed and the differences in the application of a set of methods in the implementation of Foresight research are identified. It is pointed out that Ukraine needs a more consistent and comprehensive approach in planning and organizing Foresight research of various levels and different topics. Field of application of results. Generalization of the methodology for regulation and refinement of mechanisms (tools, methods, practical organizational techniques) is important for assessing the state of the economy at the stage of pre-Foresight research for conscious use in the state innovation policy of Ukraine in determining priorities of socio-economic and scientific-technical development. Conclusions. Given that Foresight has proven to be the most effective tool for choosing long-term priorities of socio-economic, scientific and technological development, it is necessary to deepen the research on forecasting as a key tool for the development and implementation of public policy.

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Relevance of the research topic. In the conditions of transformation, a special role in the formation of a favorable institutional environment for the intensification of investment activities in the agricultural sector is given to the state as an important institution for the organization of the process and its participants. Formulation of the problem. The relationship of investment activity with the processes of institutional transformation is still poorly studied in economic theory due to the novelty of this process and are systemic in nature. Here, a significant role is played, first of all, by the institutional features of the formation of a favorable investment environment in the conditions of deepening transformation and integration processes in the state. For the transformational economy, the system of economic property relations is an urgent problem, in particular, for the agricultural sector – it is land ownership. Analysis of recent research and publications. Many works of famous scientists are devoted to the issue of institutional theories of investment: A. Spithof [5, p. 330-331], J. Commons [3], W. Mitchell [15], J. Buchanan [4], W. Rostow [24], R. Coase [11], J. Ellull [27], R. Aron [18], J. Galbraith [30], J. Schumpeter [21], W. Favor [19], K. Eklund [7], A. Burley [6], G. Minz [6], I. Nadler [6], S. Chase [6], P. Drucker [26]. In Ukraine, scientific research of domestic scientists using the methodological tools of institutionalism A. Bykova, M. Kolesnik, T. Kosovo, N. Marenkov, A. Ivashina, V. Fedorenko is also presented. In the works of N. Marenkov [13], A. Bykova [1], O. Ivashina [1], M. Kolisnyk [9], M. Tugan-Baranovsky [20], the organization of the process of formation and development of non-market forms of economic interactions in conditions of transformation of social and economic relations. Selection of unexplored parts of the general problem. A special study of investment activity in the context of deepening transformation processes in the national economic system requires consideration of two aspects of this process: the need and principles of adaptation of investment institutions as carriers of another institutional tradition to the market environment; study of those positive institutional effects of direct investment, which contribute to the acceleration of institutional transformations, the adaptation of world "institutional standards" to national conditions. Setting the task, the purpose of the study. To study the theoretical and practical aspects of the relationship between structural and institutional transformation with the organization of the investment process in the agricultural sector. Method or methodology of the study. Institutionalism, as a scientific field, emerged at the turn of the XIX-XX centuries, as a trend that criticizes the methodological positions of the neoclassical school. Among the well-known representatives of this school are usually T. Veblen, J. Commons, W. Mitchell, D. Clark. At the same time, early institutionalism is sometimes considered as a precursor of Keynesianism [12, p. 28]. The methodological basis of the new institutionalism are the works of the classics of economic scientific thought. Presentation of the main material (results of work).The article examines the features of institutional support in the development of investment activitiesinthe agricultural sector. There is a need to take into account investment capacity in the methodology of analysis of investment potential,in the process of considering investment potential, from the point of view of the institutional approach. The processes of globalization are a catalyst in the search for ways to increase economic prosperity and an important prerequisite for this process is the investment potential. The possibility of using institutional theory in the development of investment activity is proved. A recommendation is given that the investment process and investment activities should be studied and considered in dynamics. Institutionalism focuses on a comprehensive study of economic systems. Theories of institutionalism related to investment are reduced to separate concepts of behavior of market participants and to the analysis of the investment climate. For the formation of international economic relations, an important element in determining the effectiveness of the global economy are approaches to institutional economics. The factor of high technology is an important factor in the formation of an economic institutional system. The subject of knowledge of institutional theory are institutions, and what are its advantages. The institute (as a subject of research), on the one hand, provides a broad view of the development of the economy and society, analysis of the economic system and society as a whole in interaction with other institutions, such as the state, and on the other - requires a deep and specific understanding institutions. From the point of view of representatives of institutionalism, institutions are a way of thinking and acting that is embodied in social customs, institutions, and rules. In the non-institutional direction, institutions are considered as factors influencing the decisions made by economic agents. The field of application of results. Directions for further development of the agricultural sector of the national economy depend on the investment policy that shapes the investment climate in the country and the ability of state institutions to implement it effectively. The investment process, as evidenced by world experience, is able to provide large-scale technical and technological renewal of the agricultural sector, which will result in increasing the competitiveness of agricultural production and ensuring sustainable social and economic development of the country. Conclusions according to the article.It should be noted that according to the methodology of the system approach, investment activity has all the hallmarks of a system that is developing dynamically and is influenced by external and internal institutional environment. The development of Ukraine's economy in the conditions of deepening transformation and integration processes is characterized by increasing influence of uncertainties and risks of the modern institutional environment in which investment activities are carried out not only by national but also foreign investors. Increasing the degree of uncertainty of the investment process in the transformation of the national social and economic system is due primarily to the fact that in the transition to market relations remain institutions and institutions inherited from the previous economic system, and market institutions are not yet formed or poorly functioning. Also, the development of the investment process is influenced by the constant change of the economic situation and the situation and competition in the investment capital market, the introduction of new technologies and methods of organizing the production process, and so on. Thus, institutionalism is a productive direction in the development of investment activities.

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The text analyzes the transformation of the accreditation/evaluation) of higher education from a policy of the Evaluative State, in the ´80s, to a global policy with different modalities. Based on the concepts developed by Susan Robertson and Roger Dale in relation to the multi-scalar governance of higher education, it is shown the existence of accreditation policies at different scales, as well as the participation of different institutions and actors (international, private and non profit). The impact of the General Agreement on Trade and Services (GATS) in higher education, and specifically in evaluation/accreditation, generated policies such as global accreditation and regional accreditations. Also new institutions as accreditation agencies, and new strategies as guidelines for accreditation appeared, which are presented and analyzed in the text. It derives from a research, based on bibliography, documentary analysis and interviews with experts in internationalization and evaluation of higher education.ResumoO texto analisa a transformação da acreditação/avaliação da educação superior de uma política do Estado Avaliador na década de 1980 para uma política global desdobrada em diversas modalidades. A partir de conceitos desenvolvidos por Susan Robertson e Roger Dale acerca da governança multiescalar da educação, será mostrada a existência de políticas de avaliação em diversas escalas, assim como a participação de diversas instituições e atores (internacionais, privados e do terceiro setor). Mostra-se que o impacto do Acordo Geral de Comercio e Serviços (GATS) na educação superior e, especificamente na avaliação/acreditação, gerou políticas tais como o acreditador global e as acreditações regionais; e instituições como as agências de acreditação nacionais e/ou regionais e as redes dessas agências, que elaboram diretrizes apresentadas e analisadas no texto. Este é produto de pesquisa baseada em bibliografia, análise documental e entrevistas com especialistas em internacionalização e avaliação da educação superior.ResumenEl texto analiza la transformación de la acreditación/evaluación de la educación superior de una política del Estado Evaluador, en la década de 1980, a una política global desdoblada en diversas modalidades. A partir de conceptos desarrollados por Susan Robertson y Roger Dale acerca de la gobernanza multiescalar de la educación superior, será mostrada la existencia de políticas de evaluación en diferentes escalas, así como la participación de diversas instituciones y actores (internacionales, privados y del tercer sector). Se afirma que el impacto del Acuerdo General de Comercio y Servicios (GATS) en la educación superior y, específicamente en la evaluación/acreditación, generó políticas tales como el acreditador global y las acreditaciones regionales e instituciones como las agencias de acreditación, las redes de agencias que elaboran directrices para acreditación que son presentadas y analizadas en el texto. Este deriva de una investigación, basada en bibliografía, análisis documental y entrevistas con especialistas en internacionalización y evaluación de la educación superior.Palavras-chave: Educação superior, Avaliação da educação superior; Acreditação, Governança multiescalar.Keywords: Higher education, Higher education evaluation, Accreditation, Multi-scalar governance.Palabras clave: Educación superior, Evaluación de la educación superior, Acreditación, Gobernanza multiescalar.ReferencesAFONSO, Almerindo Janela. Mudanças no Estado-avaliador: comparativismo internacional e teoria da modernização revisitada. Rev. Bras. Educ., Rio de Janeiro, v. 18, n. 53, p. 267-284, jun. 2013.AFONSO, Almerindo Janela. Avaliação educacional. Regulação e emancipação. 3ª. ed. São Paulo: Cortez, 2000.ALTBACH, Philip; KNIGHT, Jane. The internationalization of higher education: motivations and realities. Journal of Studies in International Education, v. 11, n. 3-4, p. 290-305, 2007.ANDERSON, Perry. 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International, national, and regional chemical societies; national academies; and professional bodies recognize scientists for their outstanding contributions by, for example, the award of medals, prizes, endowed lectureships, invitation to present plenary lectures at conferences/symposia, invitation to contribute to scholarly works, and the election to leadership positions in such professional bodies. In chemistry, the highest accolade remains the award of the Nobel Prize in Chemistry, or the immortalization of a scientist in the naming of an element.As an international nongovernmental scientific organization, IUPAC takes great interest in the worldwide achievements of chemists, particularly young chemists. Therefore, IUPAC established the annual prestigious Prize for Young Chemists. In doing so, we endeavor to encourage research in the chemical sciences and the participation of promising young chemists. The prizes are given for the most outstanding Ph.D. thesis in the general area of the chemical sciences, as described in a 1000-word essay; normally, IUPAC awards four of these prizes per year. An international panel of eminent chemists, chaired by the immediate Past President of IUPAC, adjudicates these essays, together with recommendations from senior scientists with whom the candidates collaborated. The prizewinners each receive a cash prize of USD 1000 and a free trip to an IUPAC Congress at which they are invited to present a poster describing their award-winning research findings.At IUPAC, we are delighted that since its inception, the IUPAC Prize for Young Chemists has attracted substantial attention from exceptionally gifted research students and their supervisors. The IUPAC Bureau remains in full support of this undertaking and took the decision to continue with this meritorious program on a long-term basis.It is heartening to note that we received 60 applications from 22 countries for the 2005 IUPAC Prize. The essays were of a very high standard and the adjudication process was a challenging task. All of the participants and their supervisors deserve the appreciation of the international scientific fraternity. Recipients of the 2005 IUPAC Prize for Young Chemists were:- Zev J. Gartner, University of California, Berkeley, CA, USA; "Evolutionary approaches for the discovery of functional synthetic small molecules"- Jiaxing Huang, University of California, Los Angeles, CA, USA; "Syntheses and applications of conducting polymer polyaniline nanofibers"- Hiromitsu Maeda, Kyoto University, Kyoto, Japan; "A dozen years of N-confusion: From synthesis to supramolecular chemistry"- Xun Wang, Tsinghua University, Beijing, China; "Solution-based routes to transition-metal oxide one-dimensional nanostructures"Congratulations to the winners and their mentors. It is evident from the topics of their theses that chemistry, as a molecular-based science, remains the core science. Chemistry is important not only as a scientific discipline, but also for its role at the interphases of many scientific disciplines and in cutting-edge areas such as nanotechnology, new materials, and molecular biology. Young chemists are crucially important to the future well-being of chemistry as a discipline and to the future of mankind. Therefore, the prizes are awarded at the opening ceremonies of the IUPAC Congresses. The practice became well established at the IUPAC Congresses held in Brisbane, Australia, 2001, and in Ottawa, Canada, 2003. The tradition was continued at a grand function during the opening ceremony of the 40th IUPAC Congress in Beijing during August 2005, at which occasion the awards were made to the winners of the prizes for 2004 and 2005. On a personal level, it was a great pleasure to meet and to interact with the new generation of highly talented young chemists.Since 2002, the winners of the IUPAC Prize for Young Chemists have been invited to submit manuscripts on aspects of their research topics, for consideration as short, critical reviews in Pure and Applied Chemistry (PAC), the flagship publication of the Union. I am absolutely delighted that 2005 IUPAC prizewinners again enthusiastically responded to our invitation and submitted papers, culminating in the publication of the four critical reviews that appear on the ensuing pages. What a grand and laudable way to launch an illustrious career in the chemical sciences.Chemistry worldwide has a bright future!Piet SteynIUPAC Immediate Past President and Chairman of the IUPAC Prize Committee

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Background: The declaration of COVID-19 as a public health emergency by the World Health Organization necessitated countries across the globe to implement response and mitigation measures. We aimed to assess the Nigerian government's response following six months of detection of COVID-19 in Nigeria. Methods: A narrative review of existing literature on the topic was done. The authors' opinion as experts supporting the COVID-19 pandemic response was included. The review and opinion were summarized, covering six months of the outbreak response in Nigeria. Results: Contact tracing commenced after identifying the index case of COVID-19 in Nigeria but has been faced with challenges such as inadequate equipment and shortage of funds. School closure was implemented barely three weeks after detecting the index case, but the resumption of terminal classes has been announced recently. The Nigerian government implemented restrictions on gatherings involving up to 11 people after three weeks following the detection of the index case of COVID-19. The lack of enforcement and supervision of gatherings and public events made many individuals disregard the restriction measures. Lockdowns on religious gatherings and public events have been recently eased nationwide, and regulatory measures have been put in place. The Nigerian government implemented bans on international travel from all countries, especially high-risk countries. However, the existence of porous borders limited success, which could have been obtained from the travel ban. Conclusion: COVID-19 mitigation measures should be implemented and reinforced as required nationwide and get provided the needed support. References World Health Organization. COVID-19 public health emergency of international concern (PHEIC) global research and innovation forum, 2020 February 12. In: WHO 2020. Available from: https://www.who.int/publications/m/item/covid-19-public-health-emergency-of-international-concern-(pheic)-global-research-and-innovation-forum [Accessed on 26 August 2020].] European centre for disease prevention and control. COVID-19 situation updates worldwide, as of 26 August 2020. In: ECDC 2020. Available from: https://www.ecdc.europa.eu/en/geographical-distribution-2019-ncov-cases [ Accessed on 26 August 2020].] Nigeria centre for disease control. COVID-19 outbreak in Nigeria situation report. Abuja. In: NCDC. 2020 Contract No.: S/N: 001. Available from: https://covid19.ncdc.gov.ng/ [Accessed on 26 August 2020]. Ogundele K. UPDATED: FG places travel ban on China, Italy, US, UK, nine others. Punch Newspapers, 2020 Mar 18. Available from: https://punchng.com/breaking-fg-places-travel-ban-on-china-italy-us-uk-others/ [ Accessed on 26 August 2020] Presidential task force on COVID-19. Available from: https://statehouse.gov.ng/covid19/ [Accessed on 26 August 2020]. Okunola A. 5 Challenges facing health care workers in Nigeria as they tackle COVID-19. On 9 June 2020. In: Global citizen. Available from: https://www.globalcitizen.org/en/content/challenges-for-health-care-workers-nigeria-covid/ [Accessed on 26 August 2020]. Sessou E. COVID-19: Why we provided testing kits in Kano- ADF. 2020 May 8. In: Vanguard. Available from: https://www.vanguardngr.com/2020/05/covid-19-why-we-provided-testing-kits-in-kano-adf/ [Accessed on 26 August 2020]. Ilesanmi OS, Afolabi AA. Time to move from vertical to horizontal approach in our COVID-19 response in Nigeria. SciMed J. 2020; 2:28-29. https://doi.org/10.28991/SciMedJ-2020-02-S1-3. Olisa C. Covid-19: FG orders immediate shut down of all schools. 2020 March 20. In: Naira Metrics [Internet]. Available at: https://nairametrics.com/2020/03/20/covid-19-fg-orders-immediate-shut-down-of-all-schools/ [Accessed on 26 August 2020]. Adejayan G. COVID-19: Lagos decontaminates schools for partial resumption. On 1 August 2020 [cited 26 August 2020]. In: Within Nigeria. Available from: https://www.withinnigeria.com/2020/08/01/covid-19-lagos-decontaminates-public-schools-for-partial-resumption/ [Accessed on 26 August 2020]. Oyetimi K, Adewakun A. E-learning: How COVID-19 is reshaping education in Nigeria. On 10 April 2020. Publish In: MSN. Available at: https://www.msn.com/en-za/news/other/e-learning-how-covid-19-is-reshaping-education-in-nigeria/ar-BB12pMEd [Accessed on 26 August 2020]. Hale T, Webster S, Petherick A, Phillips T, Kira B. Oxford COVID-19 Government Response Tracker, Blavatnik School of Government. 2020 March 21. In: Our World in Data. Oxford COVID-19 government response tracker. Available from: https://ourworldindata.org/grapher/public-gathering-rules-covid?year=2020-08-26&time=2020-01-01.2020-08-04&region=Africa [Accessed on 26 August 2020]. Lagos police command enforces ban on social gatherings to prevent spread of coronavirus. On 22 March 2020. In Vanguard. Available from: https://www.vanguardngr.com/2020/03/lagos-police-command-enforces-ban-on-social-gatherings-to-prevent-spread-of-coronavirus/ [Accessed on 26 August 2020]. Donohue JM, Miller E. COVID-19 and School Closures. JAMA. 2020;324(9):845-847. https://doi.org/10.1001/jama.2020.13092 Sahara Reporters. Nigerian government lifts ban on religious gatherings, reduces curfew hours. On 1 June 2020. In: Sahara Reporters. Available from: http://saharareporters.com/2020/06/01/nigerian-government-lifts-ban-religious-gatherings-reduces-curfew-hours [Accessed on 26 August 2020]. COVID-19: Lagos reels out guidelines for reopening of Mosques, Churches. On 6 August 2020. In: Vanguard. Available from: https://www.vanguardngr.com/2020/08/covid-19-lagos-reels-out-guidelines-for-reopening-of-mosques-churches/ [Accessed on 26 August 2020]. Vanguard. Porous borders, cause of rise in COVID-19 cases — FG. On 3 April 2020. In: Vanguard [internet]. Available from: https://www.vanguardngr.com/2020/04/porous-borders-cause-of-rise-in-covid-19-cases-fg/ [Accessed on 26 August 2020].

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У статті обґрунтовано актуальність вивчення чинників акультурації та мовної адаптації у контексті дослідження специфіки прояву прокрастинації іноземними студентами. Висвітлено особливості операціоналізації вказаних понять у сучасній науковій літературі. Вибірку дослідження склали іноземні студенти (n=41), які навчаються за освітнім рівнем «бакалавр» у двох вищих навчальних закладах України. Результати кореляційного аналізу свідчать про позитивний взаємозв’язок прокрастинації із загальним рівнем прояву стресу акультурації (r = 0.43, p<0,01), а також такими його аспектами як акультураційний страх (r = 0.46, p<0,01), сприйнята дискримінація (r = 0.37, p<0,05), почуття провини (r = 0.31, p<0,05). Вагоме значення аспектів мовної інтеграції у контексті вивчення тематики прокрастинації підтверджено зафіксованими прямими значущими кореляційними зв’язками із загальною шкалою мовної тривожності (r = 0.59, p<0,001), страхом негативної оцінки (r = 0.62, p<0,001), страхом спілкування (r = 0.62, p<0,001) та складання іспитів (r = 0.47, p<0,01). Література References Грабчак О. Особливості академічної прокрастинації студентів-першокурсників// Педагогіка і психологія професійної освіти. 2016. № 4. С. 210-218 Колтунович Т.А., Поліщук О. М. Прокрастинація – конфлікт між «важливим» і «приємним»// Young Scientist. 2017. Вип. 5, № 45. С. 211-218. Ряднова В. В., Безега Н. М., Безкоровайна І. М., Воскресенська Л. К., Пера-Васильченко А. В. Психологічні особливості процесу адаптації й організації навчання студентів-іноземців// Актуальні питання медичної (фармацевтичної) освіти іноземних громадян: проблеми та перспективи. Збірник наукових статей. 2018. С. 74-76. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara. References (translated and transliterated) Hrabchak, O. (2016). Osoblyvosti akademichnoji prokrastynaciji studentiv-pershokursnykiv [Academic procrastination features in first-year students]. Pedaghohika i Psykholohiya Profesiynoyi Osvity, 4, 210-218 Koltunovych, T.A., Polishhuk, O.M (2017). Prokrastynacija – konflikt mizh “vazhlyvym” i “pryjemnym” [Procrustination - the conflict between “important” and “pleasant”]. Young Scientist, 5 (45), 211-218. Riadnova, V.V., Bezeha, N.M., Bezkorovaina, I.M., Voskresens’ka, L.K., Pera-Vasylchenko, A.V. (2018). Psykhologhichni osoblyvosti procesu adaptaciyi i orghanizaciyi navchannia studentiv-inozemtsiv [Psychological features of the process of adaptation and organization of international students’ training]. Issues of Medical (Pharmaceutical) Education of International Citizens: Problems and Prospects. Book of abstracts (74-76). Poltava, Ukraine. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara.

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This essay aims to show some approaches in the understanding of the lifelong learning concepts, knowledge, competence, from a literature review with the contributions of Dewey, Bruner, Freire, Schon and Tardif among others. Coming from theoretical studies carried out by Italian researchers and a Brazilian researcher, through their Research Centers/Laboratories and international collaborative partnership between Brazilian and Italian Universities, this text addresses from the undertake scientific literature, key terms which support the held studies. From the considerations, it is highlighted the regular understanding around lifelong learning concept, which considers the human condition for the permanent learning and valuing experiences from different contexts, such as family and school (basic and higher education). In view of this, the approximation between the concepts of competence and knowledge was also highlighted, recognized and valued as fundamental elements for the learning process and for the development of critical and reflexive thinking, and consequently transforming daily problems and challenges. The task reinforces the research network, pursuing the improving theoretical knowledge to subsidize the scientific research production in the educational field, besides Brazilian or Italian academic walls.SommarioQuesto saggio ha l’obiettivo di presentare gli approcci sulla definizione dei concetti di apprendimento permanente, saperi e competenze, partendo da una revisione della letteratura, con i contributi,tra gli altri, di Dewey, Bruner, Freire, Schon e Tardif. A partire dall’analisi teorica condotta da ricercatori italiani e una ricercatrice brasiliana, mediante i loro centri di ricerca/laboratório, e l’accordo di collaborazione internazionale tra l’università brasiliana e italiana, questo testo affronta, in base alla letteratura scientifica, i termini chiave che supportano gli studi realizzati. Dalle argomentazioni espresse, emerge la posizione comune sul concetto di apprendimento permanente o per tutta la vita, che considera l’approccio umanistico e la valorizzazione delle esperienze provenienti da diversi contesti come la famiglia e la scuola (in particolare di base e superiore). In questa prospettiva, si mette in evidenzia anche l'approssimazione semantica tra i concetti di competenza e saperi, riconosciuti e valorizzati come elementi fondamentali per il processo di apprendimento e per lo sviluppo del pensiero critico e riflessivo, e di conseguenza trasformatore rispetto ai problemi e alle sfide quotidiane della vita. 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La Hipertensión Arterial(HTA) es una de las enfermedades cardiovascular más importantes, con una prevalencia muy alta en la población general, es más común en la séptima década de vida, pero es cada vez más frecuente en jóvenes y adolescentes. Objetivo: Determinar las cifras de presión arterial y su asociación con factores de riesgo en los alumnos de la carrera de Medicina de la Universidad Politécnica y Artística del Paraguay, sede Pedro Juan Caballero (UPAP-PJC). Métodos: Estudio observacional, descriptivo de corte transversal en estudiantes de medicina, a través de encuesta y toma de presión arterial. Resultados: De los 95 formularios investigados, 41% de estudiantes tenían pre hipertensión. El sexo femenino fue el más prevalente con HTA. Las jóvenes (18-25 años) fueron los más acometidos (6,3%) y el consumo excesivo de sodio obtuvo la mayor cifra para ambos los sexos (72,2%). Conclusión: Aunque los estudiantes pertenezcan a un cotidiano perjudicial con diversos factores de riesgo que pueden estar asociados al desarrollo de HTA, en nuestro estudio no se observó una correlación estadística significativa entre la HTA y estos factores, dentro de la población estudiada. Palabras clave: Hipertensión, Factores de Riesgo, Estudiantes de Medicina REFERENCIASBIBLIOGRÁFICAS 1. Robles N. R. Variabilidad de la presión arterial y morbimortalidad cardiovascular. Rev Esp cardiol. 2000; 53(1): 110–116. 2. World Health organization. A global brief on hypertension: silent Killer, global public health crisis: World Health Day 2013 [Internet].Geneva: World Health organization; 2013 [cited 2017 Dec 28]. Available from: http://ish-world.com/downloads/pdf/ global_brief_hypertension.pdf 3. Torpy J. M., Lynm C., Glass R. M. JAMA patient page. Hypertension. JAMA J. Am. Med. Assoc. 2010; 303(20): 470. 4. Chobanian A. V., Bakris G. L., Black H. R., Cushman W. C., Green L. A. Izzo J. L., et al. Seventh report of the Joint National Committee on Prevention, Detection, Evaluation, and Treatment of High Blood Pressure (JNC7). Hypertension. 2003; 42: 1206–1252. 5. Cossio M. L. T., Giesen L. F., Araya G., Pérez-Cotapos M. L. S.,Vergara, R. L., Manca, M., et al. Goodman & Gilman. Las bases farmacológicas de la terapéutica. McGRAW-HILL INTERAMERICANA XXXIII, (2007). 6. Rios-González C. M. Prevalencia de Hipertensión Arterial en adultos del barrio Gral. Bernardino Caballero de Coronel Oviedo - Paraguay, Julio 2014. Rev Sci. 2015; 13(1): 13–17. 7. Martínez C. A., Kriskovich Jure J. O., Herdt A. E., Lopez Campanher A. G., Ibarra, R. A., De Bonis G. R. et al. Prevalencia de factores de riesgo cardiovascular en estudiantes de medicina. Comun. Científicas y Tecnológicas. 2000; 50: 1–4. 8. World Health organization. Guideline: Sodium intake for adults and children [Internet]. World Health Organization; 2012 [cited 2017 Dec 28]; Available from: http://www.who.int/nutrition/ publications/guidelines/sodium_intake/en/ 9. Alfonso Águila B., Calcines Castillo M., Monteagudo de la Guardia R. Nieves Achón Z. Estrés académico. Edumecentro. 2015; 7(2): 162–178. 10. Leeson P. Hypertension and cardiovascular risk in young adult life: insights from CAVI. Eur. Hear. J. Suppl. 2017; 19 (supplement B): B24–B29. 11. Mancia, G. fa*gard R., Narkiewicz K. Redon J., Zanchetti A., Böhm M., et al. 2013 ESH/ESC guidelines for the management of arterial hypertension: The Task Force for the management of arterial hypertension of the European Society of Hypertension (ESH) and of the European Society of Cardiology (ESC). Eur. Heart J. 34, 2159–2219 (2013). 12. Ortiz Galeano I., Brizuela M., Cardenas M., Figueredo E., Chirico Chirico Achinelli C. Frecuencia de Hipertensión Arterial en pacientes de primera consulta en consultorio externo de la Primera Cátedra de Clínica Médica , Hospital de Clínicas , año 2012. Inst. Investig. Cient. Salud. 2014; 12(2): 59–67. 13. Mattson Porth C. Fisiopatología: Salud-enfermedad: un enfoque conceptual. 7th edición. Madrid: Editorial Médica Panamericana; 2006. 14. Díaz Castrillo A. O., Tamargo Rodríguez N., Pinday Puescas J. J., Bravo Espinoza J. J. Prevalencia de hipertensión arterial en adolescentes del preuniversitario ‘Salvador Allende’. Medisan. 2016; 20(7): 925–930. 15. LLapur Milián R., González Sánchez R., Borges Alfonso K. Rubio Olivares D. Y. Alteraciones lipídicas en la hipertensión arterial. Rev. Cubana Pediatr.2013; 85(3): 283–294.

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The aim of the article is to examine the relationship between students’ reflective information processing style and speech production during academic tasks solving. The study applies Index of Learning Styles Questionnaire (Felder & Solomon, 2001) to examine four pairs of learning styles, notably active –reflective, sensing – intuitive, visual – verbal and sequential - global. The study applies functional analysis suggested by Naydonov (2008). The students were asked to solve the academic tasks aligned with their knowledge of the academic module. The study applies analysis of fourteen categories according to the following two criteria, notably considering the content/meaning of students’ responses and type of solution. The findings indicate that students with a high level of reflective and verbal style less frequently apply category text (34.55±12.39), comparatively with students with a low level of reflective та verbal style (65.94±4.13). Students with a high level of reflective and verbal style more frequently apply category tools (6.61±1.96) and less frequently category intentions (1.69±1.78) comparatively with students with a low level of reflective and verbal style (1.06±.78 and 2.30±.71, respectively). Category models are more frequent in students with a medium level of reflective style (3.61±.99), comparatively with students with a high (2.05±2.76) and a low (2.69±1.01) level. Therefore, speech production in categories of models and tools evaluates the best solutions in the academic setting, providing an efficient academic task solving. References Боса, В. П. Мовленнєва компетентність майбутніх учителів іноземних мов: методологія проблеми. Восточный Европейский научный журнал: международный польский научный журнал. 2017, 11 (27), Ч. 3, 8-13. Залевская А. А. «Рефлексия» и «языковое сознание»: вопросы терминологии. Вестник Тверского государственного университета. Серия «Филология». 2015, 4, 29–36. Карпов А. В. Психология рефлексивных механизмов деятельности. М. : Изд-во «Институт психологии РАН», 2004. Кулик О. Поняття рефлексії, її сутність та роль у методиці навчання української мови. Українська мова і література в школі. 2014, 3, 2–7. Найдьонов М. І. Формування системи рефлексивного управління в організаціях. К.: Міленіум, 2008. Рубинштейн С. Л. Бытие и сознание. Человек и мир. СПб.: Питер, 2003. Савченко О. В. Рефлексивна компетентність особистості. Херсон : ПП Вишемирський В. С., 2016. Савченко О. В. Стиль розв’язання проблемно-конфліктної ситуації як аспект аналізу життєвого шляху особистості. Вісник Одеського національного університету. Серія : Психологія. 2015, Т. 20, 2 (36), Ч. 1, 142–152. Семенов И. Н., Степанов С. Ю. Рефлексия в организации творческого мышления и саморазвития личности. Вопросы психологии. 1983, № 2, 35–42. Старовойтенко Е. Б. Культурная психология личности. М.: Академический проспект : Гаудемус, 2007. Холодная М. А. Когнитивные стили. О природе индивидуального ума. СПб.: Питер, 2004. Шаров А. С. Онтология психологических механизмов рефлексии. Вестник Омского государственного педагогического университета : электрон. науч. журнал. 2006. Режим доступа : http://sfrik.omskreg.ru/res/. Щедровицкий Г. П. Процессы и структуры в мышлении: курс лекций. Из архива Г. П. Щедровицкого. М.: «Путь», 2003, Т. 6. Felder R.M. & Solomon B.A. Index of learning styles questionnaire. North Carolina State University, 2001. Retrieved from http://www2.ncsu.edu/unity/lockers/users/f/felder/ public/ILSdir/ILS-a.html. Kagan J. Reflection-impulsivity: the generality and dynamics of conceptual tempo. Journal of Abnormal Psychology. 1965, 77, 17–24. Vygranka Т. The Features of Formation of Speech Competence of Future Philologists in the Educational Process of Institution of Higher Education. International Academy Journal Web of Scholar. 2019, 5(35), 26-30. https://doi.org/10.31435/rsglobal_wos/31052019/6502. References (translated and transliterated) Bosa, V. P. (2017). Movlennieva kompetentnist maybutnikh uchyteliv inozemnykh mov: metodolohiya problemy. Vostochnyj Evropejskij nauchnyj zhurnal: mezhdunarodnyj polskij nauchnyj zhurnal, 11 (27), P. 3, 8-13. Zalevskaya, A. A. (2015). «Refleksiya» i «yazykovoe soznanie»: voprosy terminologii ["Reflection" and "linguistic consciousness": questions of terminology]. Vestnik Tverskogo gosudarstvennogo universiteta. Seriya «Filologiya», 4, 29–36. Karpov, A. V. (2004). Psihologiya Refleksivnyh Mehanizmov Deyatelnosti [Psychology of reflective mechanisms of activity]. Moscow: Izd-vo «Institut psihologii RAN». Kulyk, O. (2014). Poniattia refleksiyi, yii sutnist ta rol u metodytsi navchannia ukrayinskoyi movy [The concept of reflection, its essence and role in the methodology of teaching the Ukrainian language]. Ukrayinska mova i literatura v shkoli, 3, 2–7. Naydonov, M. І. (2008). Formuvannia Systemy Refleksyvnoho Upravlіnnia v Orhanіzatsіyakh [Formation of Reflexive Management System in Organizations]. Kyiv: Mіlenіum. Rubinshtejn, S. L. (2003) Bytie i Soznanie. Chelovek i Mir [Genesis and Consciousness. Man and the World.]. St. Peterburg: Piter. Savchenko, O. V. (2016). Refleksyvna Kompetentnist Osobystosti [Personality`s Reflective Competence]. Kherson: Vyshemyrskyi. Savchenko, O. V. (2015) Styl rozvyazannia problemno-konfliktnoyi sytuatsiyi yak aspekt analizu zhyttievoho shliakhu osobystosti [Style of resolving a problem-conflict situation as an aspect of person's life experience analysis]. Visnyk Odeskoho natsionalnoho universytetu. Seriya: Psykholohiya, T. 20, 2 (36), P. 1, 142–152. sem*nov I. N. & Stepanov S. Yu.(1983) Refleksiya v organizatsii tvorcheskogo myishleniya i samorazvitiya lichnosti [Reflection in the organization of creative thinking and personal self-development]. Voprosyi psihologii, 2, 35–42. Starovoitenko, E. B. (2007). Kulturnaya Psihologiya Lichnosti [Cultural Psychology of the Person]. Moscow: Akademicheskij prospekt: Gaudemus, 2007. Holodnaya, M. A. (2004). Kognitivnye Stili. O Prirode Individualnogo Uma [Cognitive Styles. About the Nature of the Individual Mind]. Sankt-Peterburg: Piter. Sharov A. S. (2006) Ontologiya psihologicheskih mehanizmov refleksii [Ontology of psychological mechanisms of reflection]. Vestnik Omskogo gosudarstvennogo pedagogicheskogo universiteta : elektron. nauch. zhurnal. Retrieved from http://sfrik.omskreg.ru/res/. Schedrovitskiy G. P. (2003) Protsessyi i strukturyi v myishlenii: kurs lektsiy [Processes and structures in thinking: a course of lectures.]. Iz arhiva G. P. Schedrovitskogo. Moscow: «Put», T. 6. Felder, R.M. & Solomon, B.A. (2001). Index of learning styles questionnaire. North Carolina State University. Retrieved from http://www2.ncsu.edu/ unity/lockers/users/f/felder/public/ILSdir/ ILS-a.html. Kagan, J. (1965). Reflection-impulsivity: the generality and dynamics of conceptual tempo. Journal of Abnormal Psychology,77, 17–24. Vygranka, Т. (2019) The Features of Formation of Speech Competence of Future Philologists in the Educational Process of Institution of Higher Education. International Academy Journal Web of Scholar, 5(35), 26-30. https://doi.org/10.31435/rsglobal_wos/31052019/6502.

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Cardiovascular disease is the leading cause of death in the world. Cardiovascular risk assessment is an important step in preventing and treating the disease. The current study assesses the 10-year risk of cardiovascular disease in 306 VNU’s office workers in 2016-2017 based on the 2008 Framingham Risk Score. The study results show that the average risk score was 4.05 ± 4.76%; low risk was 90.52%; moderate risk: 7.85 %; and high to very high risk was 1.63%. Men have a higher risk score than women (p <0.001). The ten-year cardiovascular risk score shows that age and systolic blood pressure correlated with the risk at a medium level, and cholesterol and HDL correlated with it at a low level. Keywords Framingham Risk Score 2008, 10-year cardiovascular risk score, hypertension, blood cholesterol, blood HDL. References [1] Cardiovasculardiseases, http://www.who.int/en/newsroom/factsheets/detail/cardiovascular diseases-(cvds), (truy cập ngày 22/03/2019).[2] A.R. Gregory et al, Global, regional, and national burden of cardiovascular diseases for 10 Causes, 1990 to 2015, Journal of the American college of cardiology. 70(1) (2017) 1–25.[3] E. Gresham, T.E. Fitzpatrick, P.A. Wolf et al, Residual disability in survivors of stroke--the Framingham study, N Engl J Med. 293(19) (1975) 954–956.[4] T.A. Pearson, S.N. Blair, S.R. Danielset et al, AHA guidelines for primary prevention of cardiovascular disease and stroke: 2002 update: consensus panel guide to comprehensive risk reduction for adult patients without coronary or other atherosclerotic vascular diseases, American heart association science advisory and coordinating committee, Circulation. 106(3) (2002) 388–391.[5] I. Graham, D. Atar, K. B. Johnsen et al, European guidelines on cardiovascular disease prevention in clinical practice: full text - Fourth joint task force of the European society of cardiology and other societies on cardiovascular disease prevention in clinical practice constituted by representatives of nine societies and by invited experts, Euro heart J. 28(19) (2007) 2375-2414.[6] S.S. Mahmood, D. Levy, R.S. Vasanet et al, The Framingham heart study and the epidemiology of cardiovascular diseases: a historical perspective, Lancet. 383(9921) (2014) 999–1008.[7] J.A.A.G. Damen, L. Hooft, E. Schuit et al, Prediction models for cardiovascular disease risk in the general population: systematic review, BMJ. 353(2016) 1-10.[8] L.Q.H. Goh, T.A. Welborn, S.S. Dhaliwal, Independent external validation of cardiovascular disease mortality in women utilising Framingham and SCORE risk models: a mortality follow-up study, BMC women health. 14 (2014) 118-129.[9] L.M. A. Rodenas, J.A. C. Herencia, J.A. D. Garrote et al, Framingham risk score for prediction of cardiovascular diseases: a population-based study from southern Europe, PLoS One. 8(9) (2013) 1-10.[10] G.M. Park, Y.H. Kim, Model for predicting cardiovascular disease: insights from a Korean cardiovascular risk model, Pulse (Basel). 3(2) (2015) 153–157.[11] Trần Kim Trang, Nguy cơ 10 năm của bệnh tim mạch ở nữ giới tăng huyết áp, Y học thành phố Hồ Chí Minh. 16(1) (2012) 181-185.[12] Trương Thanh Sơn, Nguyễn Văn Trí, Trương Quang Bình, Nghiên cứu áp dụng thang điểm Framingham nhằm định nguy cơ bệnh động mạch vành trong 10 năm tới tại bệnh viện đa khóa Bình Dương, Y học thành phố Hồ Chí Minh. 15(1) (2011) 207-212. [13] Nguyễn Thị Kim Thủy, Dự báo nguy cơ mắc bệnh động mạch vành trong 10 năm theo thang điểm Frammingham ở bệnh nhân tăng huyết áp nguyên phát, Y học thực hành. 802(1) (2012) 27-29. [14] Nguyễn Hồng Huệ, Nguyễn Đức Công, Nghiên cứu ước tính nguy cơ bệnh động mạch vành trong 10 năm tới theo thang điểm Framingham qua 500 trường hợp, Y học thành phố Hồ Chí Minh. 15(2) (2011) 38-44. [15] C.V. Aram et al, The seventh report of the joint national committee on prevention, detection, evaluation, and treatment of high blood pressure, National heart, lung and blood institute - National institutes of health, NIH publication no. 04-5230, US, (2014), pp 13.[16] National Heart, Lung and Blood Institute, Third Report of the national cholesterol education program (NCEP) expert panel on detection, evaluation, and treatment of high blood cholesterol in adults (Adult treatment panel III) Final report, National institutes of health, part II, US, (2002), pp 5-10. [17] World Health Organization, The Asia-Pacific perspective: redefining obesity and its treatment, Geneva: World health organization western pacific regional office, (2000), 18-19.[18] N.Q. Nguyen, S.T. Pham, L.D. Do et al, Cardiovascular disease risk factor patterns and their implications for intervention strategies in Vietnam, Int J Hypertens, ID. 560397, (2012), 1-11.[19] M. Nakhaie, B. Koor, S. Salehiet al, Prediction of cardiovascular disease risk using framingham risk score among office workers, Iran, 2017, Saudi journal of kidney diseases and transplantation. 29(3) (2018) 608-614. [20] Trịnh Xuân Thắng, Nghiên cứu các yếu tố nguy cơ bệnh tim mạch ở người >25 tuổi tại 2 quận huyện Hà Nội, Luận văn thạc sỹ, Đại học Y Hà Nội, (2013). [21] Nguyễn Hoàng Liên, Văn Thế Trung, Xác định nguy cơ tim mạch theo thang điểm Framingham trên bệnh nhân vẩy nến tại bệnh viện da liễu TP. Hồ Chí Minh, Y Học TP. Hồ Chí Minh, 18(1), (2014), 79-85. [22] R. Gupta, V. Kaul, A. Agrawalet et al, Cardiovascular risk according to educational status in India, Preventive medicine. 51(5) (2010) 408–411.[23] C.A. Jones, L. Ross, N. Suraniet al, Framingham ten-year general cardiovascular disease risk: agreement between BMI-based and cholesterol-based estimates in a South Asian convenience sample, PLOS ONE. 10(3) (2015) e0119183.[24] K.S. Tyrrell, H.C. Lassila, E. Meilahn et al, Carotid atherosclerosis in premenopausal and postmenopausal women and its association with risk factors measured after menopause, Stroke. 29(6) (1998) 1116–1121.[25] Margaret Kelly Hayes et al, Influence of age and health behaviors on stroke risk: lessons from longitudinal studies, J Am Geriatr Soc. 58(2) (2010) 325–328.[26] D. Sugiyama, T. Okamura, M. Watanabe et al, Risk of hypercholesterolemia for cardiovascular disease and the population attributable fraction in a 24-year Japanese cohort study, J Atheroscler Thromb. 22(1) (2015) 95–107.[27] M.R. Law, N.J. Wald, S.G. Thompson, By how much and how quickly does reduction in serum cholesterol concentration lower risk of ischaemic heart disease, BMJ. 308(6925) (1994) 367–372.[28] Abolfazl Mohammadbeigi et al, Dyslipidemia prevalence in Iranian adult men: the impact of population-based screening on the detection of undiagnosed patients, World J men health. 33(3) (2015) 167-173. [29] R.S. Joshi et al, Prevalence of dyslipidemia in urban and rural India: The ICMR–INDIAB Study, PloS ONE. 9(5) (2014) 1-9.[30] Wichai Aekplakorn et al, Prevalence of dyslipidemia and management in the Thai population: national health examination survey IV, 2009, Journal of lipids. (2014) 1-13.[31] Asia Pacific, Cohort Studies Collaboration, cholesterol, diabetes and major cardiovascular diseases in the Asia-pacific region, Diabetologia. 50(11) (2003) 2289-2297.[32] S. Lewington, R. Clarke, N. Qizilbash, R. Peto, R. Collins et al, Age-specific relevance of usual blood pressure to vascular mortality: a meta-analysis of individual data for one million adults in 61 prospective studies, Lancet. 360(9349) (2002) 1903–1913.[33] Viet Nam national STEPS Survey 2015, https://www.who.int/ncds/un-task-force/steps-survey-vietnam2015.pdf, (2015), (truy cập ngày 09/03/2019).[34] Nguyễn Lân Việt, Kết quả mới nhất điều tra tăng huyết áp toàn quốc năm 2015 – 2016, Hội tim mạch Việt Nam, http://www.yhth.vn/hoinghitanghuyetapvietnamlanthuii_d3378.aspx, (2016) (truy cập ngày 11/02/2019).[35] M. Satoh, et al, Combined effect of blood pressure and total cholesterol levels on long-term risks of subtypes of cardiovascular death: evidence for cardiovascular prevention from observational cohorts in Japan, hypertension. 65(3) (2015) 517–524.

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Despite an increasing number of studies focusing on leadership at Vietnamese small and medium sized enteprises (SMEs), there is a lack of empirical research on collective leadership and development of effective top management team (TMT). The purpose of this paper is to review the literature with a view of characteristics forming an effective TMT. Taking the team effectiveness theory, upper echelons theory and behavioral theory of the firm, theoretical characteristics of effective TMT was created, and then an empirical research was conducted on a sample of 141 SMEs. The common characteristics of an effective TMT are identified, including shared vision, optimal team size, role clarity, age diversity, functional background diversity, regular communication, solidarity and collective decision making. The study makes several contributions to the existing literature on effective TMT development at SMEs. Keywords Collective leadership, top management team, effective top management team, SMEs References [1] G.S. Becker, A theoretical and empirical analysis, with special reference to education University of Chicago Press, Chicago, 3rd ed, 1993.[2] R.S. Peterson, D.B. Smith, P.V. Martorana, P.D. Owens, The impact of chief executive officer personality on top management team dynamics: One mechanism by which leadership affects organizational performance, Journal of Applied Psychology. 88 (2003) 795-808.[3] G. Yukl, Leadership and organizational learning: An evaluative essay, Leadership Quarterly. 20 (2009) 49-53.[4] R.M. Cyert, J.M. March, A Behavioral Theory of the Firm, CA, Prentice-Hall, Englewood Cliffs, 1963.[5] D.C. Hambrick, P.A. Mason, Upper echelons: The organization as a reflection of its top managers, Academy of Management Review. 9 (1984) 193-106.[6] C.L. Pearce, The future of leadership development: The importance of identity, multi-level approaches, self-leadership, physical fitness, shared leadership, networking, creativity, emotions, spirituality and on-boarding processes, Human Resource Management Review. 17 (2007) 355-359.[7] R. Silzer, A.H. Church, Identifying and assessing high-potential talent: Current organizational practices, Jossey-Bass, San Francisco, 2010.[8] Lê Quân, Nguyễn Quốc Khánh, Đánh giá năng lực giám đốc điều hành doanh nghiệp nhỏ Việt Nam qua mô hình ASK, Tạp chí Khoa học ĐHQGHN Chuyên san Kinh tế và Kinh doanh. 28 (2012) 29-35.[9] T. Porter-O’Grady, A different age for leadership, part 1: new context, new content, Journal of Nursing Administration. 33 (2003) 105-110.[10] P.G. Northouse, Leadership, Thousand Oaks, CA: Sage, 6th ed, 2013.[11] C.L. Pearce, J.A. Conger, Shared leadership: Reframing the hows and whys of leadership, Thousand Oaks, CA: Sage, 2003, pp. 1-18.[12] J. Hauschildt, E. Kirchmann, Teamwork for innovation - the “troika” of promotors, R&D Management. 31 (2001) số trang đầu và cuối. [13] A. Mackey, The effect of CEOs on firm performance, Strategic Management Journal, 29 (2008) 1357-1367.[14] J. O’Toole, J. Galbraith, E.E. Lawler, When two (or more) heads are better than one: The promise and pitfalls of shared leadership, California Management Review. 44 (2002) 65-83.[15] G.A. Yukl, Leadership in organizations, Upper Saddle River, NJ: Pearson/Prentice Hall, 6th ed, 2006.[16] S. Finkelstein, D.C. Hambrick, Cannella A. A.Jr, Strategic leadership: Theory and research on executives, top management teams, and boards, Oxford University Press, New York, 2009.[17] M. Jensen, W. Meckling, Theory of the firm: managerial behavior, agency costs and ownership structure, Journal of Financial Economics, Amsterdam. 3 (1976) 305-360. [18] B.D. Baysinger, H.N. Butler, Corporate Governance and the Board of Directors: Performance Effects in Board Composition, Journal of Law, Economics and Organization. 1 1985) 101-124.[19] J.A. Pearce, S.A. Zahra, The relative power of CEOs and boards of directors, Strategic Management Journal. 12 (1991) 135-5.[20] Lê Quân, Lãnh đạo doanh nghiệp Việt Nam, NXB Đại học Quốc gia Hà Nội, Hà Nội, 2015.[21] C.A. Bowers, J.A. Pharmer, E. Salas, When member hom*ogeneity is needed in work teams - A metaanalysis, Small Group Research. 31 (2000) 305-327.[22] J. Andersen, Leadership, personality and effectiveness, The Journal of Socio-Economics. 35 (2006) 1078-1091.[23] D.C. Hambrick, P.A. Mason, Upper echelons: The organization as a reflection of its top managers, Academy of Management Review. 9 (1984) 193-106. [24] P.F. Drucker, The Effective Executive, HarperCollins, New York, 1967.[25] S.J. Zaccaro, A.L. Rittman, M.A. Marks, Team leadership, Leadership Quarterly. 12 (2001) 451-483.[26] M. Knockaert, E.S. Bjornali, T. Erikson, Joining forces: Top management team and board chair characteristics as antecedents of board service involvement, Journal of Business Venturing. 30 (2015) 420-435.[27] S.W.J. Kozlowski, B.S. Bell, Work groups and teams in organizations, Handbook of psychology: Industrial and organizational psychology. 12 (2003) 333-375.[28] S. Finkelstein, D.C. Hambrick, Cannella A. A.Jr. Strategic leadership: Theory and research on executives, top management teams, and boards, Oxford University Press, New York, 2009.[29] M. Jensen, W. Meckling, Theory of the firm: managerial behavior, agency costs and ownership structure, Journal of Financial Economics, Amsterdam. 3 (1976) 305-360.[30] J. Haleblian, S. Finkelstein, Top management team size, CEO dominance, and firm performance - The moderating roles of environmental turbulence and discretion, Academy of Management Journal. 36 (1993) 844-8633.[31] N.K. Alexander, K. Victoria, Board size and composition: The main tradeoffs, Corporate Board journal. 2(2006) 48-5.[32] E. Sundstrom, K.P. De Meuse, D. Futrell, Work Teams: Applications and Effectiveness, American Psychologist, vol. 45, no. 2, 120-133 (Firth-Cozens, 1998).[33] Tihanyi, L., A.E. Ellstrand and C.M. Daily. (2000), Composition of the top management team and firm international diversification, Journal of Management. 26 (1990) 1157-1177.[34] J.B. Shaw, E. Barrett-Power, The effects of diversity on small work group processes and Performance, Human Relations. 51 (1998) 1307-1325.[35] K.A. Bantel, S.E. Jackson, Top Management and innovations in Banking: Does the composition of Top Management make a difference?, Strategic Management Journal. 10 (1989) 107-124.[36] M.J. Gelfand, D.P. Bhawuk, L. Nishii, D. Bechtold, Individualism and collectivism, In R. J. House, P. J. Hanges, M. Javidan, P.W. Dorfman, and V. Gupta (Eds.), Culture, leadership, and organizations: The GLOBE study of 62 cultures, Thousand Oaks, CA: Sage Publications, 2004, pp. 437-512.[37] J.R. Hackman, Groups that Work (and Those That Don’t), Jossey-Bass, San Francisco, 1990.[38] M.A. West, Effective Teamwork, British Psychological Society, Leicester, 1994.[39] M.T. Brannick, C. Prince, An overview of team performance measuremen, Team performance assessment and measurement, Mahwah, New Jersey, 1997, pp. 3-16.[40] M.P. Rice, G.C. O’Conner, L.S. Peters, J.G. Morone, Managing Discontinuous Innovation, Research Technology Management. 41 (1998) 52-58.[41] A. Loxley, Collaboration in Health and Welfare, Jessica Kingsley Publishers, London, 1997.[42] T.F. Blechert, M.F. Christiansen, N. Kari, Intraprofessional Team Building, American Journal of Occupational Therapy. 41 (1987) 576-582.[43] R.S. Peterson, D.B. Smith, P.V. Martorana, P.D. Owens, The impact of chief executive officer personality on top management team dynamics: One mechanism by which leadership affects organizational performance, Journal of Applied Psychology. 88 (2003) 795-808.[44] B.L. Kirkman, B. Rosen, Powering up teams, Organizational Dynamics. 28 (2000) 48-66.[45] M. Payne, Working in Teams, The Macmillan Press, London, 1982.[46] J.R. Hackman, N. Vidmar, Effects of size and task type on group performance and member reactions, Sociometry. 33 (1970) 37-54.

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ObjectiveTo track and visually assess how automated attention structures within the electronic health record (EHR) compete for clinicians attention during computer physician order entry that could potentially lead to transactions hazards in the clinical narrative.IntroductionIn recent years, studies in health and medicine have shifted toward eHealth communication and the relationships among human interaction, computer literacy, and digital text content in medical discourses (1-6). Clinicians, however, continue to struggle with EHR usability, including how to effectively capture patient data without error (7-9). Usability is especially problematic for clinicians, who must now acquire new skills in electronic documentation (10). Challenges with the EHR occur because of clinicians’ struggle with attention to the non-linear format of clinical content and automated technologies (11). It is therefore important to understand how attention structures are visually situated within the EHR’s narrative architecture and audience for whom electronic text is written. It is equally important to visualize and track how automated language and design in health information technology (HIT) affect users’ attention when documenting clinical narratives (12). In the study of health information technology, researchers of eHealth platforms need to recognize how the construction of human communication lies within the metaphoric expression, design, and delivery of the EHR’s information architecture (13). Many studies of electronic health records (EHR) examine the design and usability in the development stages. Some studies focus on the economic value of the EHR Medicare incentive program, which affects providers’ return on investment (ROI). Few studies, however, identify the communicative value of how attention structures within the EHR’s information architecture compete for users’ attention during the clinical documentation process (9, 14).MethodsThis paper highlights methods from an observed EHR pre-launch testing event that analyzes the visual effects of attention structures within the EHR’s information landscape. The observation was completed in two separate stages, each with one IT facilitator and two participant demographics: Stage 1. On-site HIT clinical application staff testing and, Stage 2. Twenty-five participants (RN and non-RN clinical staff). During the second stage of the event, one participant’s task performance was screencast-recorded. The length of the testing for the one participant totaled 37 minutes. Because the EHR domain is propelled by both the Internet and Intranet, a contextual-rhetorical analysis of the data collected was performed which incorporated Nielsen's 10 Usability Heuristics for Interaction Design (15, 16) and Stuart Blythe’s methodological approach to analyzing digital writing and technology to defining rhetorical units of analysis in digital Web research (17).ResultsThe UX observation and contextual-rhetorical analysis of EHR design supports a 4-year qualitative study consisting of hospital interviews at two acute-care facilities and an online, national survey of revenue integrity and clinical documentation improvement specialists. The testing event served as an opportunity to observe how a healthcare organization user-experience tests the functionality of the EHR’s design build before launching it live. The testing event also provides an understanding of clinicians’ organizational needs and challenges during the clinical documentation process. The contextual-rhetorical analysis identified how the structure of narrative in the EHR represents rhetorical units of value that might influence how clinicians make decisions about narrative construction.ConclusionsThis UX case study analysis of an EHR testing event identifies how scarcity of attention and clinicians’ reliance on technology affect clinical documentation best practices leading to potential transaction hazards in the clinical narrative.The study is relevant in eHealth data surveillance because it shows how visual cues within the design of the EHR's technological landscape affect clinicians’ decision-making processes while documenting the EHR-generated clinical narrativeReferences1. Black A, Car J, Majeed A, Sheikh A. Strategic considerations for improving the quality of eHealth research: we need to improve the quality and capacity of academia to undertake informatics research. Journal of Innovation in Health Informatics. 2008;16(3):175-7.2. Meeks DW, Smith MW, Taylor L, Sittig DF, Scott JM, Singh H. An analysis of electronic health record-related patient safety concerns. Journal of the American Medical Informatics Association. 2014;21(6):1053-9.3. Owens KH. Rhetorics of e-Health and information age medicine: A risk-benefit analysis. JAC. 2011:225-35.4. Petersson J. Geographies of eHealth: Studies of Healthcare at a Distance2014.5. Solomon S. How we can end the disconnect in health. Health Voices. 2014(15):23.6. Subbiah NK. Improving Usability and Adoption of Tablet-based Electronic Health Record (EHR) Applications: Arizona State University; 2018.7. Khairat S, Burke G, Archambault H, Schwartz T, Larson J, Ratwani RM. Perceived Burden of EHRs on Physicians at Different Stages of Their Career. Applied clinical informatics. 2018;9(02):336-47.8. Staggers N, Elias BL, Makar E, Alexander GL. The Imperative of Solving Nurses’ Usability Problems With Health Information Technology. Journal of Nursing Administration. 2018;48(4):191-6.9. Yackel TR, Embi PJ. Unintended errors with EHR-based result management: a case series. Journal of the American Medical Informatics Association. 2010;17(1):104-7.10. Stewart WF, Shah NR, Selna MJ, Paulus RA, Walker JM. Bridging the inferential gap: the electronic health record and clinical evidence. Health Affairs. 2007;26(2):w181-w91.11. Johnson SB, Bakken S, Dine D, Hyun S, Mendonça E, Morrison F, et al. An electronic health record based on structured narrative. Journal of the American Medical Informatics Association. 2008;15(1):54-64.12. Lanham RA. The economics of attention: Style and substance in the age of information: University of Chicago Press; 2006.13. Salvo MJ. Rhetorical action in professional space: Information architecture as critical practice. Journal of Business and Technical Communication. 2004;18(1):39-66.14. Sittig DF, Singh H. A new socio-technical model for studying health information technology in complex adaptive healthcare systems. Cognitive Informatics for Biomedicine: Springer; 2015. p. 59-80.15. Nielsen J. 10 usability heuristics for user interface design. Nielsen Norman Group. 1995;1(1).16. Nielsen J, Molich R, editors. Heuristic evaluation of user interfaces. Proceedings of the SIGCHI conference on Human factors in computing systems; 1990: ACM.17. Blythe S. Digital Writing Research. In: McKee HA, DeVoss D, editors. Digital Writing Research: Technologies, Methodologies and Ethical Issues (New Dimensions in Computers and Composition)Cresskill, NJ: Hampton Press; 2007. p. 203-28.

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Photo by Scott Graham on Unsplash INTRODUCTION It is a classic ethical dilemma to have something of potential value that comes at a tremendous cost to others.[1] To access the good, you must have the bad. For decision-makers, it becomes an onerous task of deciding if they would deny the world something 'good' or create something bad to achieve the good. Weighing the two possible outcomes has proven timelessly frustrating to those well-intentioned people who wish to "do the right thing." Medical research has yielded data derived from unethical situations wherein research participants were vulnerable and whose consent was questionable, absent, or not sought. The rules currently governing research allow for broad use of ill-gotten data. While providing a deterrent to unethical research practices, stricter rules still would allow some use of data. This paper argues the permissibility depends primarily on the nature of the unethical data collection and the potential benefits. ANALYSIS The American Medical Association (AMA) places additional obligations on researchers who utilize data obtained from unethical experiments. The Code of Medical Ethics Opinion 7.2.2[2] recommends that researchers and peer reviewers should take the following steps to best handle such data: (a) Disclose that the data derived from studies do not meet contemporary standards for the ethical conduct of research. (b) Clearly describe and acknowledge the unethical nature of the experiment(s) from which the data are derived. (c) Provide ethically compelling reasons for which the data are being released or cited, such as the need to save human lives when no other relevant data are available. (d) Pay respect to those who were the victims of the unethical experimentation. The AMA does not go far enough to protect past research victims or prevent future research ethics violations. Three additional considerations beyond the limitations offered by the APA are needed for ethical use of the data: who collected the data and ran the experiments, who would benefit from the data, and how much additional benefit would ensue from its use. A specific focus on data generated by Nazis whose research subjects were imprisoned in concentration camps highlights the ethical challenge. l. Who Created the Data? Medical research generated during the Holocaust subjected innocent people to torture in the name of science. Arguments can be made against the use of such data on the grounds that using the data represents a further indignity to those who suffered such horrific conditions and persecution. However, some of the data that emerged out of the Holocaust was not created by oppressors at the expense of the oppressed. Rather it grew out of the horrific conditions and was amassed by fellow prisoners. One prominent example is Myron Winick's work on hunger and disease, which edited the detailed records of Jewish physicians working in the Warsaw Ghetto, who traced the progression of starvation in stunning detail.[3] One obvious difference is that the Jewish physicians were not responsible for the conditions under which the data was gathered. But if we ask ourselves if their work represents a further indignity to those who had their starvation documented, the answer is not so clear. In this way, it is important to determine the explicit purpose of medical research as opposed to data generation as one aspect of the violation. To record the medical symptoms of a 'subject' who is, as you are, a victim of the circ*mstances with no other recourse, is different in kind from 'subjecting' a person to the condition in the first instance. Therefore, an analysis of the person doing the research provides an added limitation on using research performed by an oppressor yet allows some lenience for research by fellow victims. Research performed by oppressors must have a significantly higher marginal benefit over other available or collectable data. ll. Who Gains from the Data? Is it of Sufficient Benefit? (An effort to expand part C of the AMA unethical experimentation rules) In the spirit of contrition and commitment to the truth of historical ignominies, such as the Holocaust, the AMA created these best practices for physicians dealing with any ill-gotten data. In the case of the Holocaust, the period that has passed since 1945 would suggest that most, if not all, perpetrators of this research are deceased. However, prior to using data, modern researchers should ensure that there is no gain to be had on the part of the families of the perpetrators. When a large organization can offer mea culpa and seemingly genuine pledges toward reconciliation while still enjoying the advantages gained over others by virtue of their wrongdoing, it undermines sincerity, creates an incentive for more researchers to engage in unethical data collection, and would be an injustice to the relatives of victims. This matter may become more relevant going forward as private ownership and patents could play a role in sustaining the fiscal or reputational benefits to those who conduct science devoid of ethics. The Belmont Report lays out a risk-benefit equation which states that research that posed significant risks to the participants must also carry sufficient benefits to those who take risks. This element suggests two aspects that speak to the "justness" of a research project: First, a balance must be struck between potential harms and potential benefits; second, those who took risks must not be precluded from accessing the benefits of the products a successful trial would create.[4] Researchers must evaluate whether the data is both scientifically valid and usable from a methodological point of view, but also if what the use of the data promises is sufficiently compelling to benefit the progress of science. Second, the data must refer to some aspect of human health or illness, the amelioration of which would create an empirical improvement to all social and economic classes of humanity. The social justice issues embedded in the ethical use of the data are overlooked by the AMA. While the AMA suggests saving human lives makes the use of ill-gotten data acceptable, it fails to address any effort to make up for the wrongdoing. Examples of added considerations could be the use of the research to benefit people who were research subjects or their descendants or a broader race or ethnic group that was victimized. Examples of groups subjected to unethical research in the 20th century include Residential Schools for Aboriginal Canadians,[5] senior citizens,[6] and typically, members of socially deprived and undervalued populations.[7] The more reliable scientific data that emerged from Nazi experimentation is in the areas of hypothermia,[8] malnutrition and starvation,[9] and anatomical studies.[10] It is impossible to justify the use by the AMA criteria alone. If the research benefited relatives and descendants of Nazi prisoners or the broader marginalized community of which they belonged, its use might be considered ethical if there were no other way to obtain comparable data. The value and impact of Nazi science is minimal at this point, with much more reliable data available, but this type of transgression continues. There are modern examples of data procured in breach of ethics that still lend themselves to this question. CONCLUSION These suggestions would add complexity and substance to the AMA's Code of Medical Ethics Opinion. Beyond that scope, the considerations offered here would contribute to a stronger statement about the obligations and prohibitions in circ*mstances in which data was wrongfully collected. Too often, one could default to a brash 'means-to-an-ends' approach, especially when issues of funding and measured productivity come into the equation. The considerations here recognize that data gathered during the Holocaust is particularly sensitive. By eliminating any encouragement of unethical practices, a stricter test for the use of ill-gotten research is a deterrent but recognizes that sometimes the benefits call for the use of the research. The considerations also recognize that one legacy of such data is to create good in the modern-day, even as we recognize the shameful context of its creation and existence. [1] Marcus, Ruth B; Moral Dilemmas and Consistency. Journal of Philosophy. 1980;77(3):121-136. [2] American Medical Association. Opinion 7.2.2 Release of Data from Unethical Experiments Code of Medical Ethics. https://www.ama-assn.org/delivering-care/ethics/release-data-unethical-experiments. Accessed January 3, 2021. [3] Winick, 1979. [4] Freedman, B. Scientific value and validity as ethical requirements for research: a proposed explanation. IRB: Rev Hum Subj Res. 1987;17(6):7-10. [5] Mosby, I. Administering Colonial Science: Nutrition Research and Human Biomedical Experimentation in Aboriginal Communities and Residential Schools, 1942–1952. Histoire sociale/Social History. 2013;46(91): 615-642. [6] Beecher, H. Ethics and Clincial Research. N Engl J Med. 1966;274:1354-1360 [7] Rawlinson, P. Of Mice and Men: Violence and Human Experimentation. State Crime Journal. 2013;2(1):72-90. [8] Fernardez, J.P. et al; Rapid Active External Rewarming in Accidental Hypothermia. JAMA.1970;212:153 [9] Winick, M. (ed.). Hunger Disease. New York, NY: Wiley; 1979. [10] Norton, S.A.; On First Looking into Pernkopf's Atlas (part 1). Arch Dermatol. 2001;137:549-551

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Re-Framing Participation in the Architecture Studio Recently, within design literature, significant attention has been given to collaboration across different disciplines (see for instance, Nicolini et al.; Carlile), as well as consideration of the breakdown of traditional disciplinarity and the corresponding involvement of users in co-generation (Sanders and Stappers, “Co-Creation” 11–12) through the development and deployment of structured methods and toolkits (Sanders et al., “Framework”; Sanders and Stappers, “Probes”). Relatively less attention has been paid to the workings of the “communities of practice” (Wenger) operating within the disciplinary domain of architecture. The discourse around concept design in architecture has tended to emphasise individualist approaches driven by personal philosophies, inspirations, imitation of a more experienced designer, and emphasis on latent talent or genius (for instance, Moneo). This can be problematic because without a shared language and methods there are limited opportunities for making meaning to facilitate participation between collaborators in architectural studio settings. It is worth asking then: are there things that “Architecture” might learn from “Design” about the deployment of structured methods, and might this interdisciplinary exchange promote participatory practices in studio-based cultures? We address this question by connecting and building on two important concepts relevant to design methods, meta-design as described in the open design literature (De Mul 36–37), and design frames as described by Schön and formalised by Dorst (‘Core’; Frame; see also Weedon). Through this combination, we propose a theory of participation by making shared meaning in architectural design. We animate our theoretical contribution through a design toolkit we have developed, refined, and applied over several years in typologically focused architectural design studios in Australian university contexts. One important contribution, we argue, is to the area of design theory-building, by taking two previously unrelated concepts from the design methods literature. We draw them together using an example from our own design practices to articulate a new term and concept for making shared meaning in design. The other contribution made is to the translation of this concept into the context of studio-based architectural practice, a setting that has traditionally struggled to accept structured methods. The existence of other form-metaphor design tools available for architecture and the theoretical basis of their development and connection to design literature more broadly has not always been clearly articulated (see for example Di Mari and Yoo; Lewis et al.). The rationale for giving an account of the construction and deployment of our own toolkit is to illustrate its theoretical contribution while providing the basis for future field testing and translation (including by other researchers), noting the established trajectory of this kind of work in the design literature (see, for example, Hoolohan and Browne; Visser et al.; Vaajakallio and Mattelmäki; Sanders and Stappers, “Co-Creation” and ”Probes”). In line with this issue’s thematic and epistemological agenda, we adopt what Cross identifies as “designerly ways of knowing” (223), and is at least partly a reflection on a practice in which we engage with our own disciplines and research interests to propose and deploy design thinking as a kind of critical “reflection-in-action” (Robertson and Simonsen 2). Meta-Framing: Combining Meta-Design and Framing Meta-design is a term used in open design literature to describe approaches aimed toward orchestration of a project in such a way that people are afforded the agency to become effective co-designers, regardless of their pre-existing skills or design-specific knowledge (De Mul 36). According to a meta-design approach, design is conceived of as a shared project of mutual learning instead of an individualistic expression of singular genius. Through the establishment of shared protocols and formats, what Ehn (1) calls “infrastructuring”, individuals with even very limited design experience are provided scaffolds that enable them to participate in a design project. One important way in which meta-design helps “create a pathway through a design space” is through the careful selection and adoption of shared guiding metaphors that provide common meanings between co-designers (De Mul 36). The usefulness of metaphors is also recognised in the context of design frames, the second concept on which we build our theory. Conceptualised as “cognitive shortcuts” for making “sense of complex situations” (Haase and Laursen 21), design frames were first conceived of by Schön (132) as a rational approach to design, one guided by “epistemological norms”. Frames have subsequently been further developed within the design methods literature and are defined as a system of counterfactual design decision-making that uses metaphors to provide a rationale for negotiating ill-structured problems. According to Dorst, frames involve: the creation of a (novel) standpoint from which a problematic situation can be tackled … . Although frames are often paraphrased by a simple metaphor, they are in fact very complex sets of statements that include the specific perception of a problem situation, the (implicit) adoption of certain concepts to describe the situation, a ‘working principle’ that underpins a solution and the key thesis: IF we look at the problem situation from this viewpoint, and adopt the working principle associated with that position, THEN we will create the value we are striving for. (525) Despite Schön choosing to illustrate his original conception of framing through the example of a student’s architectural design project, there has been limited subsequent consideration of framing in architectural studio contexts—an exception being Eissa in 2019. This may be because formalised design methods have tended to be treated with suspicion within architectural culture. For instance, Christopher Alexander’s Pattern Language is one such “highly systemised design process” (Dawes and Ostwald 10) that despite its potential to guide participatory design has had an “uneven reception” (Bhatt 716) within architecture itself. One way architecture as a disciplinary domain and as a profession has attempted to engage with design method is through typology, which is one of the few persistent and recurring notions in architectural discourse (Bandini; Grover et al.). As a system of classification, typology categorises “forms and functions as simply and unequivocally as possible” (Oechslin 37). In addition to being used as a classification system, typology has also been positioned as “a process as much as an object”, one with the potential for an “active role in the process of design” (Lathouri 25). Type and typology have been conceptualised as a particular way of projecting architecture’s “disciplinary agency” (Jacoby 936), and this goes some way to explaining their enduring value. A potentially valid criticism of framing is that it can tend toward “design fixation”, when a pre-existing assumption “inadvertently restricts the designers’ imagination” (Crilly). Similarly, typology-as-method—as opposed to a classification tool—has been criticised for being relatively “inflexible” or “reductive” (Shane 2011) and responsible for perpetuating “conservative, static norms” (Jacoby 932) if applied in a rote and non-reflexive way. We deal with these concerns in the discussion of the deployment of our Typekit below. We are drawing here on our experience teaching in the first two years of undergraduate architecture degrees in Australian university settings. As well as being equipped with a diversity of educational, social, linguistic, and cultural backgrounds, students typically have divergent competencies in the domain-specific skills of their discipline and a limited vocabulary for making shared meaning in relation to an architectural proposal. The challenge for studio-based collaborative work in such a context is developing shared understandings and a common language for working on a design project to enable a variety of different design solutions. The brief for a typical studio project will specify a common site, context, and program. Examples we have used include a bathhouse, fire station, archive, civic centre, and lifesaving club. There will then be multiple design solutions proposed by each studio participant. Significantly we are talking about relatively well-structured problems here, typically a specific building program for a specified site and user group. These are quite unlike the open-ended aims of “problem frames” described in the design thinking literature “to handle ill-defined, open-ended, and ambiguous problems that other problem-solving methodologies fail to handle” (Haase and Laursen 21). However, even for well-structured problems, there is still a multitude of possible solutions possible, generated by students working on a particular project brief. This openness reduces the possibility of making shared meaning and thus hinders participation in architectural design. Designing the Typekit The Typekit was developed heuristically out of our experiences teaching together over several years. As part of our own reflective practice, we realised that we had begun to develop a shared language for describing projects including that of students, our own, precedents and canonical works. Often these took the form of a simple formal or functional metaphor such as “the building is a wall”; “the building is an upturned coracle”; or “the building is a cloud”. While these cognitive shortcuts proved useful for our communication there remained the possibility for this language to become esoteric and exclusionary. On the other hand, we recognised the potential for this approach to be shared beyond our immediate “interpretive community” (Fish 485) of two, and we therefore began to develop a meta-design toolkit. Fig. 1: Hybrid page from the Typekit We began by developing a visual catalogue of formal and functional metaphors already present within the panoply of constructed contemporary architectural projects assembled by surveying the popular design media for relevant source material. Fig. 2: Classification of contemporary architectural built work using Typekit metaphors We then used simple line drawings to generate abstract representations of the observed building metaphors adopting isometry to maintain a level of objectivity and a neutral viewing position (Scolari). The drawings themselves were both revelatory and didactic and by applying what Cross calls “designerly ways of knowing” (Cross 223) the toolkit emerged as both design artefact and output of design research. We recognised two fundamentally different kinds of framing metaphors in the set of architectural projects we surveyed, rule-derived and model-derived—terms we are adapting from Choay’s description of “instaurational texts” (8). Rule-derived types describe building forms that navigate the development of a design from a generic to a specific form (Baker 70–71) through a series of discrete “logical operators” (Choay 134). They tend to follow a logic of “begin with x … perform some operation A … perform some operation B … end up with y”. Examples of such operations include add, subtract, scale-translate-rotate, distort and array. Model-derived framing metaphors are different in the way they aim toward an outcome that is an adapted version of an ideal initial form. This involves selecting an existing type and refining it until it suits the required program, site, and context. Examples of the model-derived metaphors we have used include the hedgehog, caterpillar, mountain, cloud, island, and snake as well as architectural Ur-types like the barn, courtyard, tent, treehouse, jetty, and ziggurat. The framing types we included in the Typekit are a combination of rule-derived and model-derived as well as useful hybrids that combined examples from different categories. This classification provides a construct for framing a studio experience while acknowledging that there are other ways of classifying formal types. Fig. 3: Development of isometric drawings of metaphor-frames After we developed a variety of these line drawings, we carried out a synthesis and classification exercise using a version of the KJ method. Like framing, KJ is a technique of abduction developed for dealing objectively with qualitative data without a priori categorisation (Scupin; Kawakita). It has also become an established and widely practiced method within design research (see, for instance, Hanington and Martin 104–5). Themes were developed from the images, and we aimed at balancing a parsimony of typological categories with a saturation of types, that is to capture all observed types/metaphors and to put them in as few buckets as possible. Fig. 4: Synthesis exercise of Typekit metaphors using the KJ method (top); classification detail (bottom) Deploying the Typekit We have successfully deployed the Typekit in architectural design studios at two universities since we started developing it in 2018. As a general process participants adopt a certain metaphor as the starting point of their design. Doing so provides a frame that prefigures other decisions as they move through a concept design process. Once a guiding metaphor is selected, it structures other decision-making by providing a counterfactual logic (Byrne 30). For instance, if a building-as-ramp is chosen as the typology to be deployed this guides a rationale as to where and how it is placed on the site. People should be able to walk on it; it should sit resolutely on the ground and not be floating above it; it should be made of a massive material with windows and doors appearing to be carved out of it; it can have a green occupiable roof; quiet and private spaces should be located at the top away from street noise; active spaces such as a community hall and entry foyer should be located at the bottom of the ramp … and so on. The adoption of the frame of “building-as-ramp” by its very nature is a crucial and critical move in the design process. It is a decision made early in the process that prefigures both “what” and “how” types of questions as the project develops. In the end, the result seems logical even inevitable but there are many other types that could have potentially been explored and these would have posed different kinds of questions and resulted in different kinds of answers during the process. The selection of a guiding metaphor also allows students to engage with historical and contemporary precedents to offer further insights into the development—as well as refinement—of their own projects within that classification. Even given the well-structured nature of the architectural project, precedents provide useful reference points from which to build domain-specific knowledge and benchmarks to measure the differences in approaches still afforded within each typological classification. We believe that our particular meta-framing approach addresses concerns about design fixation and balances mutual learning with opportunities for individual investigation. We position framing less about finding innovative solutions to wicked problems to become more about finding ways for a group of people to reason together through a design problem process by developing and using shared metaphors. Thus our invocation of framing is aligned to what Haase and Laursen term “solution frames” meaning they have an “operational” meaning-making agenda and provide opportunities for developing shared understanding between individuals engaged in a given problem domain (Haase and Laursen 20). By providing a variety of opportunities within an overarching “frame of frames” there are opportunities for parallel design investigation to be undertaken by individual designers. Meta-framing affords opportunities for shared meaning-making and a constructive discourse between different project outcomes. This occurs whether adopting the same type to enable questions including “How is my building-as-snake different from your building-as-snake?”, “Which is the most snake-like?”, or different types (“In what ways is my building-as-ramp different to your building-as-stair?”) By employing everyday visual metaphors, opportunities for “mutual learning between mutual participants” (Robertson and Simonsen 2) are enhanced without the need for substantial domain-specific architectural knowledge at a project’s outset. We argue that the promise of the toolkit and our meta-framing approach more generally is that it actually multiples rather than forecloses opportunities while retaining a shared understanding and language for reasoning through a project domain. This effectively responds to concerns that typology-as-method is a conservative or reductive approach to architectural design. It is important to clarify the role of our toolkit and its relationship to our theory-building agenda. On the basis of the findings accounted for here we do claim to draw specific conclusions about the efficacy of our toolkit. We simply did not collect experimental data relevant to that task. We can, however, use the example of our toolkit to animate, flesh out, and operationalise a model for collaboration in architectural design that may be useful for teaching and practicing architecture in collaborative, team-based contexts. The contribution of this account, therefore, is theoretical. That is, the adaptation of concepts from design literature modified and translated into a new domain to serve new purposes. The Promise of Meta-Framing through Typology Through our work, we have outlined the benefits of adopting formalised design methods in architecture as a way of supporting participation, including using toolkits for scaffolding architectural concept design. Meta-framing has shown itself to be a useful approach to enable participation in architectural design in a number of ways. It provides coherence of an idea and architectural concept. It assists decision-making in any given scenario because a designer can decide which out of a set of choices makes more sense within the “frame” adopted for the project. The question becomes then not “what do I like?” or “what do I want?” but “what makes sense within the project frame?” Finally and perhaps most importantly it brings a common understanding of a project that allows for communication across a team working on the same problem, supporting a variety of different approaches and problem-solving logics a voice. By combining methodologies and toolkits from the design methods literature with architecture’s domain-specific typological classifications we believe we have developed an effective and adaptive model for scaffolding participation and making shared meaning in architecture studio contexts. References Baker, Geoffrey H. Design Strategies in Architecture: An Approach to the Analysis of Form. Taylor and Francis, 2003. Bandini, Micha. “Typology as a Form of Convention.” AA Files 6 (1984): 73–82. Bhatt, Ritu. “Christopher Alexander’s Pattern Language: An Alternative Exploration of Space-Making Practices.” Journal of Architecture 15.6 (2010): 711–29. Byrne, Ruth M.J. The Rational Imagination: How People Create Alternatives to Reality. MIT P, 2005. Carlile, Paul R. “Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge across Boundaries”. Organization Science 15.5 (2004): 555–68. Choay, Françoise. The Rule and the Model: On the Theory of Architecture and Urbanism. MIT P, 1997 [1980]. Crilly, Nathan. “Methodological Diversity and Theoretical Integration: Research in Design Fixation as an Example of Fixation in Research Design?” Design Studies 65 (2019): 78–106. Cross, Nigel. “Designerly Ways of Knowing”. Design Studies 3.4 (1982): 221–27. Dawes, Michael J., and Michael J. Ostwald. “Christopher Alexander’s A Pattern Language: Analysing, Mapping and Classifying the Critical Response.” City, Territory and Architecture 4.1 (2017): 1–14. De Mul, Jos. “Redesigning Design”. In Open Design Now: Why Design Cannot Remain Exclusive, eds. Bas Van Abel, Lucas Evers, Roel Klaassen, and Peter Troxler. BIS Publishers, 2011. 34–39. Di Mari, Anthony, and Nora Yoo. Operative Design. BIS Publishers, 2012. Dorst, Kees. “The Core of ‘Design Thinking’ and Its Application”. Design Studies 32.6 (2011): 521–32. <https://doi.org/10.1016/j.destud.2011.07.006>. ———. Frame Innovation: Create New Thinking by Design. Design Thinking, Design Theory. MIT P, 2015. Ehn, Pelle. “Participation in Design Things.” In Proceedings of the Participatory Design Conference 2008. Bloomington, Indiana, 2008. 92–101 Eissa, Doha. “Concept Generation in the Architectural Design Process: A Suggested Hybrid Model of Vertical and Lateral Thinking Approaches.” Thinking Skills and Creativity 33 (2019). Fish, Stanley E. “Interpreting the ‘Variorum’.” Critical Inquiry 2.3 (1976): 465–85. Grover, Robert, Stephen Emmitt, and Alex Copping. “The Language of Typology.” Arq 23.2 (2019): 149–56. <https://doi.org/10.1017/S1359135519000198>. Haase, Louise Møller, and Linda Nhu Laursen. “Meaning Frames: The Structure of Problem Frames and Solution Frames”. Design Issues 35.3 (2019): 20–34. <https://doi.org/10.1162/desi_a_00547>. Hanington, Bruce, and Bella Martin. Universal Methods of Design: 100 Ways to Research Complex Problems, Develop Innovative Ideas, and Design Effective Solutions. Rockport Publishers, 2012. Hoolohan, Claire, and Alison L Browne. “Design Thinking for Practice-Based Intervention: Co-Producing the Change Points Toolkit to Unlock (Un)Sustainable Practices.” Design Studies 67 (2020): 102–32. Jacoby, Sam. “Typal and Typological Reasoning: A Diagrammatic Practice of Architecture.” Journal of Architecture 20.6 (2015): 938–61. <https://doi.org/10.1080/13602365.2015.1116104>. Kawakita, Jiro. “The KJ Method and My Dream towards the ‘Heuristic’ Regional Geography.” Japanese Journal of Human Geography 25.5 (1973): 493–522. Lathouri, Marina. “The City as a Project: Types, Typical Objects and Typologies.” Architectural Design 81.1 (2011): 24–31. Lewis, Paul, Marc Tsurumaki, and David J Lewis. Manual of Section. Princeton Architectural P, 2016. Moneo, José Rafael. Theoretical Anxiety and Design Strategies in the Work of Eight Contemporary Architects. MIT P, 2004. Nicolini, Davide, Jeanne Mengis, and Jacky Swan. “Understanding the Role of Objects in Cross-Disciplinary Collaboration”. Organization Science (Providence, R.I.) 23.3 (2012): 612–29. Oechslin, Werner. “Premises for the Resumption of the Discussion of Typology.” Assemblage 1 (1986): 37–53. Panzano, Megan. “Foreword.” In Operative Design: A Catalogue of Spatial Verbs, by Anthony Di Mari and Nora Yoo. Amsterdam: BIS Publishers, 2012. 6–7. Robertson, Toni, and Jesper Simonsen. “Participatory Design: An Introduction”. In Routledge International Handbook of Participatory Design, eds. Toni Robertson and Jesper Simonsen. Taylor and Francis, 2012. 1–18. Sanders, Elizabeth B.-N., Eva Brandt, and Thomas Binder. “A Framework for Organizing the Tools and Techniques of Participatory Design.” Proceedings of the 11th Biennial Participatory Design Conference. ACM, 2010. 195–98. DOI: 10.1145/1900441.1900476. Sanders, Elizabeth B.-N., and Pieter Jan Stappers. “Co-Creation and the New Landscapes of Design.” Co-Design 4.1 (2008,): 5–18. ———. “Probes, Toolkits and Prototypes: Three Approaches to Making in Codesigning.” CoDesign 10.1 (2014): 5–14. Schön, Donald A. “Problems, Frames and Perspectives on Designing.” Design Studies 5.3 (1984): 132–36. <https://doi.org/10.1016/0142-694X(84)90002-4>. Scolari, Massimo. Oblique Drawing: A History of Anti-Perspective. MIT P, 2012. Scupin, Raymond. “The KJ Method: A Technique for Analyzing Data Derived from Japanese Ethnology.” Human Organization, 1997. 233–37. Shane, David Grahame. "Transcending Type: Designing for Urban Complexity." Architectural Design 81.1 (2011): 128-34. Vaajakallio, Kirsikka, and Tuuli Mattelmäki. “Design Games in Codesign: As a Tool, a Mindset and a Structure.” CoDesign 10.1 (2014): 63–77. <https://doi.org/10.1080/15710882.2014.881886>. Visser, Froukje Sleeswijk, Pieter Jan Stappers, Remko van der Lugt, and Elizabeth B.N. Sanders. “Contextmapping: Experiences from Practice.” CoDesign 1.2 (2005): 119–49. Weedon, Scott. “The Core of Kees Dorst’s Design Thinking: A Literature Review.” Journal of Business and Technical Communication 33.4 (2019): 425–30. <https://doi.org/10.1177/1050651919854077>. Wenger, Etienne. Communities of Practice : Learning, Meaning, and Identity. Learning in Doing. Cambridge UP, 1988. Yaneva, Albena. The Making of a Building: A Pragmatist Approach to Architecture. 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Although I'm a rich white guy, I'm also a feminist anti-racism activist who fights for the rights of the poor and oppressed. (Carl Kenner)Systemic bias is a scourge to the pillar of neutrality. (Cerejota)Count me in. Let's leave the bias to the mainstream media. (Orcar967)Because this is so important. (CuttingEdge)These are a handful of comments posted by online editors who have banded together in a virtual coalition to combat Western bias on the world’s largest digital encyclopedia, Wikipedia. This collective action by Wikipedians both acknowledges the inherent inequalities of a user-controlled information project like Wikpedia and highlights the potential for progressive change within that same project. These community members are taking the responsibility of social change into their own hands (or more aptly, their own keyboards).In recent years much research has emerged on Wikipedia from varying fields, ranging from computer science, to business and information systems, to the social sciences. While critical at times of Wikipedia’s growth, governance, and influence, most of this work observes with optimism that barriers to improvement are not firmly structural, but rather they are socially constructed, leaving open the possibility of important and lasting change for the better.WikiProject: Countering Systemic Bias (WP:CSB) considers one such collective effort. Close to 350 editors have signed on to the project, which began in 2004 and itself emerged from a similar project named CROSSBOW, or the “Committee Regarding Overcoming Serious Systemic Bias on Wikipedia.” As a WikiProject, the term used for a loose group of editors who collaborate around a particular topic, these editors work within the Wikipedia site and collectively create a social network that is unified around one central aim—representing the un- and underrepresented—and yet they are bound by no particular unified set of interests. The first stage of a multi-method study, this paper looks at a snapshot of WP:CSB’s activity from both content analysis and social network perspectives to discover “who” geographically this coalition of the unrepresented is inserting into the digital annals of Wikipedia.Wikipedia and WikipediansDeveloped in 2001 by Internet entrepreneur Jimmy Wales and academic Larry Sanger, Wikipedia is an online collaborative encyclopedia hosting articles in nearly 250 languages (Cohen). The English-language Wikipedia contains over 3.2 million articles, each of which is created, edited, and updated solely by users (Wikipedia “Welcome”). At the time of this study, Alexa, a website tracking organisation, ranked Wikipedia as the 6th most accessed site on the Internet. Unlike the five sites ahead of it though—Google, Facebook, Yahoo, YouTube (owned by Google), and live.com (owned by Microsoft)—all of which are multibillion-dollar businesses that deal more with information aggregation than information production, Wikipedia is a non-profit that operates on less than $500,000 a year and staffs only a dozen paid employees (Lih). Wikipedia is financed and supported by the WikiMedia Foundation, a charitable umbrella organisation with an annual budget of $4.6 million, mainly funded by donations (Middleton).Wikipedia editors and contributors have the option of creating a user profile and participating via a username, or they may participate anonymously, with only an IP address representing their actions. Despite the option for total anonymity, many Wikipedians have chosen to visibly engage in this online community (Ayers, Matthews, and Yates; Bruns; Lih), and researchers across disciplines are studying the motivations of these new online collectives (Kane, Majchrzak, Johnson, and Chenisern; Oreg and Nov). The motivations of open source software contributors, such as UNIX programmers and programming groups, have been shown to be complex and tied to both extrinsic and intrinsic rewards, including online reputation, self-satisfaction and enjoyment, and obligation to a greater common good (Hertel, Niedner, and Herrmann; Osterloh and Rota). Investigation into why Wikipedians edit has indicated multiple motivations as well, with community engagement, task enjoyment, and information sharing among the most significant (Schroer and Hertel). Additionally, Wikipedians seem to be taking up the cause of generativity (a concern for the ongoing health and openness of the Internet’s infrastructures) that Jonathan Zittrain notably called for in The Future of the Internet and How to Stop It. Governance and ControlAlthough the technical infrastructure of Wikipedia is built to support and perhaps encourage an equal distribution of power on the site, Wikipedia is not a land of “anything goes.” The popular press has covered recent efforts by the site to reduce vandalism through a layer of editorial review (Cohen), a tightening of control cited as a possible reason for the recent dip in the number of active editors (Edwards). A number of regulations are already in place that prevent the open editing of certain articles and pages, such as the site’s disclaimers and pages that have suffered large amounts of vandalism. Editing wars can also cause temporary restrictions to editing, and Ayers, Matthews, and Yates point out that these wars can happen anywhere, even to Burt Reynold’s page.Academic studies have begun to explore the governance and control that has developed in the Wikipedia community, generally highlighting how order is maintained not through particular actors, but through established procedures and norms. Konieczny tested whether Wikipedia’s evolution can be defined by Michels’ Iron Law of Oligopoly, which predicts that the everyday operations of any organisation cannot be run by a mass of members, and ultimately control falls into the hands of the few. Through exploring a particular WikiProject on information validation, he concludes:There are few indicators of an oligarchy having power on Wikipedia, and few trends of a change in this situation. The high level of empowerment of individual Wikipedia editors with regard to policy making, the ease of communication, and the high dedication to ideals of contributors succeed in making Wikipedia an atypical organization, quite resilient to the Iron Law. (189)Butler, Joyce, and Pike support this assertion, though they emphasise that instead of oligarchy, control becomes encapsulated in a wide variety of structures, policies, and procedures that guide involvement with the site. A virtual “bureaucracy” emerges, but one that should not be viewed with the negative connotation often associated with the term.Other work considers control on Wikipedia through the framework of commons governance, where “peer production depends on individual action that is self-selected and decentralized rather than hierarchically assigned. Individuals make their own choices with regard to resources managed as a commons” (Viegas, Wattenberg and McKeon). The need for quality standards and quality control largely dictate this commons governance, though interviewing Wikipedians with various levels of responsibility revealed that policies and procedures are only as good as those who maintain them. Forte, Larco, and Bruckman argue “the Wikipedia community has remained healthy in large part due to the continued presence of ‘old-timers’ who carry a set of social norms and organizational ideals with them into every WikiProject, committee, and local process in which they take part” (71). Thus governance on Wikipedia is a strong representation of a democratic ideal, where actors and policies are closely tied in their evolution. Transparency, Content, and BiasThe issue of transparency has proved to be a double-edged sword for Wikipedia and Wikipedians. The goal of a collective body of knowledge created by all—the “expert” and the “amateur”—can only be upheld if equal access to page creation and development is allotted to everyone, including those who prefer anonymity. And yet this very option for anonymity, or even worse, false identities, has been a sore subject for some in the Wikipedia community as well as a source of concern for some scholars (Santana and Wood). The case of a 24-year old college dropout who represented himself as a multiple Ph.D.-holding theology scholar and edited over 16,000 articles brought these issues into the public spotlight in 2007 (Doran; Elsworth). Wikipedia itself has set up standards for content that include expectations of a neutral point of view, verifiability of information, and the publishing of no original research, but Santana and Wood argue that self-policing of these policies is not adequate:The principle of managerial discretion requires that every actor act from a sense of duty to exercise moral autonomy and choice in responsible ways. When Wikipedia’s editors and administrators remain anonymous, this criterion is simply not met. It is assumed that everyone is behaving responsibly within the Wikipedia system, but there are no monitoring or control mechanisms to make sure that this is so, and there is ample evidence that it is not so. (141) At the theoretical level, some downplay these concerns of transparency and autonomy as logistical issues in lieu of the potential for information systems to support rational discourse and emancipatory forms of communication (Hansen, Berente, and Lyytinen), but others worry that the questionable “realities” created on Wikipedia will become truths once circulated to all areas of the Web (Langlois and Elmer). With the number of articles on the English-language version of Wikipedia reaching well into the millions, the task of mapping and assessing content has become a tremendous endeavour, one mostly taken on by information systems experts. Kittur, Chi, and Suh have used Wikipedia’s existing hierarchical categorisation structure to map change in the site’s content over the past few years. Their work revealed that in early 2008 “Culture and the arts” was the most dominant category of content on Wikipedia, representing nearly 30% of total content. People (15%) and geographical locations (14%) represent the next largest categories, while the natural and physical sciences showed the greatest increase in volume between 2006 and 2008 (+213%D, with “Culture and the arts” close behind at +210%D). This data may indicate that contributing to Wikipedia, and thus spreading knowledge, is growing amongst the academic community while maintaining its importance to the greater popular culture-minded community. Further work by Kittur and Kraut has explored the collaborative process of content creation, finding that too many editors on a particular page can reduce the quality of content, even when a project is well coordinated.Bias in Wikipedia content is a generally acknowledged and somewhat conflicted subject (Giles; Johnson; McHenry). The Wikipedia community has created numerous articles and pages within the site to define and discuss the problem. Citing a survey conducted by the University of Würzburg, Germany, the “Wikipedia:Systemic bias” page describes the average Wikipedian as:MaleTechnically inclinedFormally educatedAn English speakerWhiteAged 15-49From a majority Christian countryFrom a developed nationFrom the Northern HemisphereLikely a white-collar worker or studentBias in content is thought to be perpetuated by this demographic of contributor, and the “founder effect,” a concept from genetics, linking the original contributors to this same demographic has been used to explain the origins of certain biases. Wikipedia’s “About” page discusses the issue as well, in the context of the open platform’s strengths and weaknesses:in practice editing will be performed by a certain demographic (younger rather than older, male rather than female, rich enough to afford a computer rather than poor, etc.) and may, therefore, show some bias. Some topics may not be covered well, while others may be covered in great depth. No educated arguments against this inherent bias have been advanced.Royal and Kapila’s study of Wikipedia content tested some of these assertions, finding identifiable bias in both their purposive and random sampling. They conclude that bias favoring larger countries is positively correlated with the size of the country’s Internet population, and corporations with larger revenues work in much the same way, garnering more coverage on the site. The researchers remind us that Wikipedia is “more a socially produced document than a value-free information source” (Royal & Kapila).WikiProject: Countering Systemic BiasAs a coalition of current Wikipedia editors, the WikiProject: Countering Systemic Bias (WP:CSB) attempts to counter trends in content production and points of view deemed harmful to the democratic ideals of a valueless, open online encyclopedia. WP:CBS’s mission is not one of policing the site, but rather deepening it:Generally, this project concentrates upon remedying omissions (entire topics, or particular sub-topics in extant articles) rather than on either (1) protesting inappropriate inclusions, or (2) trying to remedy issues of how material is presented. Thus, the first question is "What haven't we covered yet?", rather than "how should we change the existing coverage?" (Wikipedia, “Countering”)The project lays out a number of content areas lacking adequate representation, geographically highlighting the dearth in coverage of Africa, Latin America, Asia, and parts of Eastern Europe. WP:CSB also includes a “members” page that editors can sign to show their support, along with space to voice their opinions on the problem of bias on Wikipedia (the quotations at the beginning of this paper are taken from this “members” page). At the time of this study, 329 editors had self-selected and self-identified as members of WP:CSB, and this group constitutes the population sample for the current study. To explore the extent to which WP:CSB addressed these self-identified areas for improvement, each editor’s last 50 edits were coded for their primary geographical country of interest, as well as the conceptual category of the page itself (“P” for person/people, “L” for location, “I” for idea/concept, “T” for object/thing, or “NA” for indeterminate). For example, edits to the Wikipedia page for a single person like Tony Abbott (Australian federal opposition leader) were coded “Australia, P”, while an edit for a group of people like the Manchester United football team would be coded “England, P”. Coding was based on information obtained from the header paragraphs of each article’s Wikipedia page. After coding was completed, corresponding information on each country’s associated continent was added to the dataset, based on the United Nations Statistics Division listing.A total of 15,616 edits were coded for the study. Nearly 32% (n = 4962) of these edits were on articles for persons or people (see Table 1 for complete coding results). From within this sub-sample of edits, a majority of the people (68.67%) represented are associated with North America and Europe (Figure A). If we break these statistics down further, nearly half of WP:CSB’s edits concerning people were associated with the United States (36.11%) and England (10.16%), with India (3.65%) and Australia (3.35%) following at a distance. These figures make sense for the English-language Wikipedia; over 95% of the population in the three Westernised countries speak English, and while India is still often regarded as a developing nation, its colonial British roots and the emergence of a market economy with large, technology-driven cities are logical explanations for its representation here (and some estimates make India the largest English-speaking nation by population on the globe today).Table A Coding Results Total Edits 15616 (I) Ideas 2881 18.45% (L) Location 2240 14.34% NA 333 2.13% (T) Thing 5200 33.30% (P) People 4962 31.78% People by Continent Africa 315 6.35% Asia 827 16.67% Australia 175 3.53% Europe 1411 28.44% NA 110 2.22% North America 1996 40.23% South America 128 2.58% The areas of the globe of main concern to WP:CSB proved to be much less represented by the coalition itself. Asia, far and away the most populous continent with more than 60% of the globe’s people (GeoHive), was represented in only 16.67% of edits. Africa (6.35%) and South America (2.58%) were equally underrepresented compared to both their real-world populations (15% and 9% of the globe’s population respectively) and the aforementioned dominance of the advanced Westernised areas. However, while these percentages may seem low, in aggregate they do meet the quota set on the WP:CSB Project Page calling for one out of every twenty edits to be “a subject that is systematically biased against the pages of your natural interests.” By this standard, the coalition is indeed making headway in adding content that strategically counterbalances the natural biases of Wikipedia’s average editor.Figure ASocial network analysis allows us to visualise multifaceted data in order to identify relationships between actors and content (Vego-Redondo; Watts). Similar to Davis’s well-known sociological study of Southern American socialites in the 1930s (Scott), our Wikipedia coalition can be conceptualised as individual actors united by common interests, and a network of relations can be constructed with software such as UCINET. A mapping algorithm that considers both the relationship between all sets of actors and each actor to the overall collective structure produces an image of our network. This initial network is bimodal, as both our Wikipedia editors and their edits (again, coded for country of interest) are displayed as nodes (Figure B). Edge-lines between nodes represents a relationship, and here that relationship is the act of editing a Wikipedia article. We see from our network that the “U.S.” and “England” hold central positions in the network, with a mass of editors crowding around them. A perimeter of nations is then held in place by their ties to editors through the U.S. and England, with a second layer of editors and poorly represented nations (Gabon, Laos, Uzbekistan, etc.) around the boundaries of the network.Figure BWe are reminded from this visualisation both of the centrality of the two Western powers even among WP:CSB editoss, and of the peripheral nature of most other nations in the world. But we also learn which editors in the project are contributing most to underrepresented areas, and which are less “tied” to the Western core. Here we see “Wizzy” and “Warofdreams” among the second layer of editors who act as a bridge between the core and the periphery; these are editors with interests in both the Western and marginalised nations. Located along the outer edge, “Gallador” and “Gerrit” have no direct ties to the U.S. or England, concentrating all of their edits on less represented areas of the globe. Identifying editors at these key positions in the network will help with future research, informing interview questions that will investigate their interests further, but more significantly, probing motives for participation and action within the coalition.Additionally, we can break the network down further to discover editors who appear to have similar interests in underrepresented areas. Figure C strips down the network to only editors and edits dealing with Africa and South America, the least represented continents. From this we can easily find three types of editors again: those who have singular interests in particular nations (the outermost layer of editors), those who have interests in a particular region (the second layer moving inward), and those who have interests in both of these underrepresented regions (the center layer in the figure). This last group of editors may prove to be the most crucial to understand, as they are carrying the full load of WP:CSB’s mission.Figure CThe End of Geography, or the Reclamation?In The Internet Galaxy, Manuel Castells writes that “the Internet Age has been hailed as the end of geography,” a bold suggestion, but one that has gained traction over the last 15 years as the excitement for the possibilities offered by information communication technologies has often overshadowed structural barriers to participation like the Digital Divide (207). Castells goes on to amend the “end of geography” thesis by showing how global information flows and regional Internet access rates, while creating a new “map” of the world in many ways, is still closely tied to power structures in the analog world. The Internet Age: “redefines distance but does not cancel geography” (207). The work of WikiProject: Countering Systemic Bias emphasises the importance of place and representation in the information environment that continues to be constructed in the online world. This study looked at only a small portion of this coalition’s efforts (~16,000 edits)—a snapshot of their labor frozen in time—which itself is only a minute portion of the information being dispatched through Wikipedia on a daily basis (~125,000 edits). Further analysis of WP:CSB’s work over time, as well as qualitative research into the identities, interests and motivations of this collective, is needed to understand more fully how information bias is understood and challenged in the Internet galaxy. The data here indicates this is a fight worth fighting for at least a growing few.ReferencesAlexa. “Top Sites.” Alexa.com, n.d. 10 Mar. 2010 ‹http://www.alexa.com/topsites>. Ayers, Phoebe, Charles Matthews, and Ben Yates. How Wikipedia Works: And How You Can Be a Part of It. 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