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Critical thinking and knowledge construction have become essential competencies for people in the new information age. In this study, we designed an interactive learning environment involving three forms of interaction: individual reflections, group collaboration and, class discussions. The purpose of this study was to investigate the extent to which the three forms of interaction promoted students' critical thinking and knowledge construction. Seventeen students at National Institute of Education of Singapore participated in this study. Their reflections and discussions were analyzed by following a content analysis approach. Results showed that writing reflections had potential to promote critical thinking but, not all students thought critically. Knowledge construction in groups and in class discussions happened at lower levels. This paper presents the conceptual framework, design specifications and evaluation results of the ILE. Implications of the results are discussed. [ABSTRACT FROM AUTHOR]

To detail social knowledge of prostate cancer risk amongst cultural groups. Prostate cancer is the most common cancer in men, and black men are at the highest risk. Despite this, black men are the least likely to be diagnosed early with prostate cancer. It is important to understand why this is so that these men can receive early access to effective treatment and support. A constructivist grounded theory methodology was used. Data were collected between December 2015 and October 2017; seventeen men were interviewed, and eighteen men took part in focus groups. There were differences in the way the men constructed their understanding of risks for prostate cancer. The social construction of prostate cancer risk knowledge was mediated by the way the men were socialised to understand and accept this risk. The Somali and African Caribbean men placed social importance on the healthy body, whereas the white working class men seemed to find social value through the unwell body. This research proposes the theory that social constructions of knowledge mediate the way men perceive and accept their risk for prostate cancer. Understanding socially-derived knowledge of risk may mediate the acceptance of factors relating to prostate cancer. This knowledge may help health providers and third sector organisations produce targeted health-related information. Health practitioners may also benefit from understanding how socially constructed ideas of the body could influence the way men respond to conversations about prostate cancer so that tailored and culturally appropriate support can be offered. • This paper presents data from research conducted with men without prostate cancer, to offer insights into how these men understand their risk for this particular cancer. • This research is distinctive in focusing on the differences in social understanding of prostate cancer between cultural groups. • This paper suggested ways healthcare professionals may consider their approach to education of prostate cancer risk, based on socially constructed cultural knowledge. [ABSTRACT FROM AUTHOR]

The article presents a qualitative analysis of data taken from learners' electronic and paper writings about their cultural learning in and about New Zealand. The data comes from the papers of three international students in the course "Culture and New Zealand Society." The data indicates the students' development of identities through reflective positioning and the useful realness of community placement to highlight and complement class content.

Effective integration of Information and Communication Technology (ICT) into teaching and learning is becoming an essential competency for teachers. However, teachers do not usually follow linear instructional design models when they are planning for ICT integration. This paper proposes a generic model, which consists of three fundamental elements: pedagogy, social interaction and technology. Sound design of these components should help teachers to integrate ICT into their curricula in effective ways. Constructivist learning theories, the design of interactivity and the notion of usefulness provide the theoretical foundations for the construction of this model. Some examples of applying this model to the design of Web-based learning environments, facilitation of online discussions and comparison of ICT tools are presented. [ABSTRACT FROM AUTHOR]

Six years have gone by since the passing of No Child Left Behind (2002) and due to the ‘high-stake’ riders attached to this legislation, educators at all levels have found themselves in a state of both emotional and cognitive dissonance. Recent research in the field of neuroscience combined with principles gained from constructivism support the importance of developing and implementing both a child-centered curriculum and a positive learning environment that is appropriate for young children. This paper addresses some of the difficulties that arise from the No Child Left Behind act and teaching from a constructivist model. Additionally, positive suggestions are provided for the early childhood educator in order to support current teaching philosophies despite the pressures of high-stakes testing. [ABSTRACT FROM AUTHOR]

Although environmental and heritage interpretation aims to connect humans with their natural and cultural heritage, and has the potential to contribute to a vision of sustainable living, it often falls short of engaging and inspiring its audiences. Some interpreters advocate the use of artistic approaches to create more affective (imaginary-emotional-sensory-aesthetic) experiences. One approach considered compatible is drama. Powerful dramatic experiences can embed interpretive stories in the emotions and leave enduring impressions. Drama is accepted as an interpretive tool overseas, yet it is under-utilised in Australia. How can it be used to strengthen interpretation in this country? This paper presents the outcomes of research investigating the perceptions of ten Queensland practitioners of dramatised interpretation regarding drama's strengths, limitations and value as a tool in interpretation. The authors contend that drama has much to offer interpretation, although further evaluative studies are clearly needed. [ABSTRACT FROM AUTHOR]

The paper reports a study that investigated the construction of a common identity in an online Italian forum of psychologists based on asynchronous CMC. Discourse analysis was carried out on 20 discussions, and three Interpretative Repertoires were identified: (i) Professional Boundaries, (ii) disempowered psychology and (iii) psychology and health, which refer to three recurrent modalities of constructing the psychological profession. The study suggests that a framework drawing on social constructionism and Bourdieu's critical theory can help understand some aspects of identity in, and across, communities of practice. The main conclusion is that analysing critically how identities are constructed in learning environments, virtual or not, allows reconsidering the role of the cultural context in the production of those identities. [ABSTRACT FROM AUTHOR]

Finding ways to effectively support students while on placement remains a continuing endeavour for those who teach in professional education programmes. In The present paper, the multiple challenges and learning opportunities that social work students encounter during practicum learning will be discussed. Next, drawing from constructivist pedagogy and using authentic examples from an online discussion board, ways to supplement the support and educational input provided to students on placement will be demonstrated. Finally, some of the risks and limitations in engaging with on-line delivery are examined with the view to understanding how e-learning can be facilitated most effectively for students during the practicum. [ABSTRACT FROM AUTHOR]

Learning technology is the application of technology for the enhancement of teaching, learning and assessment. It has increasingly gained currency in the last decade. Recent theories of learning have moved from a behavioural approach towards a learner-centred, constructivist epistemology grounded in concepts of situated learning and distributed cognition and social historical -- cultural notions of the mind. This paper begins with a brief review of the design of learning technology, the potential benefits of e-learning and learning objects. This is followed by learning technology standards and e-knowledge. The paper then concludes with editorial notes for each of the submitted papers ranging from design to future e-learning. [ABSTRACT FROM AUTHOR]

Learning technology is the application of technology for the enhancement of teaching, learning and assessment. It has increasingly gained currency in the last decade. Recent theories of learning have moved from a behavioural approach towards a learner-centred, constructivist epistemology grounded in concepts of situated learning and distributed cognition and social historical -- cultural notions of the mind. This paper begins with a brief review of the design of learning technology, the potential benefits of e-learning and learning objects. This is followed by learning technology standards and e-knowledge. The paper then concludes with editorial notes for each of the submitted papers ranging from design to future e-learning. [ABSTRACT FROM AUTHOR]

This paper offers a constructivist account of bioethics as an alternative to previous discussions that explained the ethics of medicine by an extrapolation of principles or virtues from ordinary morality. Taking medicine as a higher and special calling, I argue that the practice of medicine would be impossible without the trust of patients. Because trust is a necessary condition for medical practice, the ethics of the profession must provide the principles for guiding physician behavior and the profession toward promoting trust and being trustworthy. In a phrase, that principle is "seek trust and deserve it." I sketch out how the concept of trust provides a different justification for common sense principles of bioethics and explain how the concept of trust provides reasonable guidance for resolving moral conflicts within medicine. The trust-seeking approach provides a new and unexpected ordering of some traditional medical values, it reveals the weightiness of previously undervalued bioethical precepts, and illuminates the centrality of some largely ignored obligations of medicine. It also has the power to guide clinical practice and to inform the profession about standards for medical institutions. [ABSTRACT FROM AUTHOR]

This paper explores how I used personal construct theory (PCT) to underpin an intervention I designed and delivered to improve organizational effectiveness. The aim was to help improve the poor relationship between one of the teams in the organization I work for and representatives of their American customer which was adversely affected by cultural misunderstanding. I used a variety of tools and techniques to help individuals explore their understanding of each other's beliefs, values and language and its impact on the relationship. Delegates embarked on a journey that took them from the generic macro level of cultural stereotypes and perceptions to the micro-level of what these actually meant in their individual relationships. PCT provides a strong, robust framework for understanding one another's world from within. Because it is based on a strong theoretical base it provides guidelines within which the practitioner can, effectively and efficiently, work. [ABSTRACT FROM AUTHOR]

Objective: In today's era, one of the main concerns of societies is effective education, which requires the creation of constructive relationships between learners and the educational environment. This relationship can include a range of personality and environmental variables. In this regard, this research was conducted with the aim of investigating the relationship between the perceptions of the constructivist learning environment and belonging to the school with the mediating role of step stability in students. Methods: The method of this study was descriptive-correlation of structural equations modeling type. The statistical population included all High school students of Mybod city in the academic year 2021-2022 in the number of 12,000, of which 220 people were randomly selected as a sample. Research data using questionnaires constructivist learning environmen of Taylor & et al. (1997) of constructivist learning environmen of Taylor & et al. (1997), grit questionnaire of Duckworth (2007) and sense of connectedness with school of Brew & Beatty (2005) Was collected.After collecting the data, structural equation modelling was used to test the proposed model and hypothesis as well. Results: The results showed that the proposed model has a good fit (RMSEA = 0.078). The modeling results showed that the perception of the constructivist learning environment has a significant direct role on the students' sense of belonging to the school (p<0.01). Also, the perception of the constructivist learning environment has a significant effect on belonging to the school indirectly and through stability (0.041). Conclusions: The findings show that by enriching constructivist learning through equipping the physical environment of education and strengthening the skills of teachers and teaching the variables that are effective in the stability of academic progress to students, we can expect an increase in the sense of belonging to the school in them. [ABSTRACT FROM AUTHOR]

The use of popular film as an experiential teaching tool in multicultural counselor education has been well documented. However, existing research has been limited. The purpose of this study is to implement a unique pedagogic intervention using popular films and to study how counseling students experience the activity as part of their multicultural counseling training. The researchers utilized the popular films Crash and Precious to stimulate student dialogue and reflection on topics pertaining to race, culture, privilege, and social justice. The findings indicate that popular films, when implemented in conjunction with reflective learning activities, are effective in promoting students’ multicultural and social justice counseling competencies. Participants reported that the pedagogic activity was effective in bringing to life the multicultural course concepts and stimulating difficult but necessary conversations about race, ethnicity, privilege, and power. Finally, implications of this study could further inform the field of multicultural counselor education. [ABSTRACT FROM AUTHOR]

Sustainable development is being approached as new economic paradigm that establishes a general context for organizations and institutions develop their strategies and processes. This is particularly true for public administration, where a change process is being taking place towards the development of sustainable and smart cities. Complex operations networks and closed-loop supply chains define structures for managing the flow of materials, energy and information. This paper addresses the problem of managing solid waste in small cities, and based on an in depth case study that is used to illustrate the application of a performance measurement assessment exercise. The development of the assessment model is based on an adaptation of the methodology for Multi-criteria Decision Aid – Constructivist (MCDA-C), that allows the comparison of the proposed strategic objectives for solid waste management and the available performance information. Experts play an important role in aligning objectives with the performance measurement system, as the performance indicators could be objectively defined, and integrated to the assessment model, which produces at the end a global score that could be used for benchmarking, particularly for tracking the evolution over the years. The model is applied in the context of a small city that formally addresses sustainability in its institutional strategic plan. The model is tailor-made for the application case, and it is verified that the sustainability index for assessing the solid waste management obtained a score of 30.5 points, considering as reference the anchorage of intervals with performance "Neutral" 0 (zero) points and "Good” 100 (one hundred) points. It is identified objective opportunities for improvement in areas associated to governance and operational efficiency. It could be concluded that the performance assessment of the municipal solid waste management becomes an important element to ensure compliance, and to realize the sustainability strategy plan. Besides that, it provides information to control and an integrated management of the key performance dimensions, mainly due to the identification of factors that connect measures to diagnosis and improvement processes. Based on a case study, a performance assessment could take place and shows its value to the practice of municipal solid waste management. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explore group work assessment underpinned by constructive alignment theory to develop a new assessment pedagogy. A review was undertaken of an existing module ‘Mental Health Nursing 1’, with student nurses participating in the BSc (Hons) Nursing Programme. Constructive alignment theory requires teachers to adopt a deep approach to learning where module learning outcomes are aligned with the teaching environment and modes of assessment. As the module progressed, reviewing the Mental Health Nursing 1 module became an excellent opportunity to begin to understand how constructive alignment theory can inform a group work assessment pedagogy. Working using a constructively aligned assessment process became a valuable learning experience for the module leader whilst at the same time revealed a gap in the research around the impact of constructively aligned teaching and group work assessment. [ABSTRACT FROM AUTHOR]

Demonstrating how race is socially constructed has been a core sociological objective, yet many individuals continue to hold essentialist and other concepts of what races are and how to account for group differences. These conceptualizations have crucial consequences for intergroup attitudes, support for social policies, and structures of inequality, all of which are key sociological concerns; yet much of the research in this area has emerged outside of sociology. Our review of this interdisciplinary scholarship describes the range of views people hold, the attitudes and behaviors associated with them, and what factors contribute to these views. We focus primarily on essentialism and constructivism, although we describe the greater variety of beliefs beyond this dichotomy, as well as fluidity in how people use these concepts. We conclude by presenting research on strategies for reducing essentialist belief systems and identifying key areas for future research. [ABSTRACT FROM AUTHOR]

This article reviews the implications of many of the major schools in the history of psychology for understanding giftedness and its inner workings: operationist, psychometric, psychoanalytic, associationist, behaviorist, Gestalt, cognitive, humanistic/positive psychology, functionalist/pragmatic/constructivist, cultural, and biological. Each paradigm has elucidated different aspects of human nature and functioning, and each has somewhat different implications for how we can understand giftedness. No one paradigm can provide complete understanding of giftedness. Rather, the paradigms should be viewed as different windows toward understanding giftedness, all of which together tell us much more than any individual one. It is regrettable that so many theorists and practitioners have locked themselves into an operationist paradigm, which simply accepts current measurement operations as sufficient for identifying and developing giftedness. The operationist paradigm is wholly insufficient to meet the challenges of the world of the 21st century. [ABSTRACT FROM AUTHOR]

This article is not a response to the excellent paper by John Rowan (2008), but an attempt to clarify what exactly an NLP coach is. This is a result of being stimulated by his knowledgeable critique concerning the claims of a constructivist base for NLP by some who practice NLP. It is very much a whistle stop tour, however is designed to stimulate some further questions around the nature of NLP coaching. [ABSTRACT FROM AUTHOR]

Abstract This paper proposes an integrated approach for information technology in an educational context. The paper suggests a framework for the design of computer assisted learning activities — e-ducation. The framework captures three contemporary interrelated aspects of teaching and learning and is more pedagogical than it is analytical. The three aspects covered in the e-ducation framework are electronic, engaged and empowered. An implementation of the framework is used to illustrate how e-ducation can be applied in educational research and practice. The paper concludes that the e-ducation framework contributes to both educational research and educational practice. [ABSTRACT FROM AUTHOR]

This study reports stakeholders' perceptions of Career and Technical Education (CTE) in a northern state in the United States. Secondary data was used with a total of 1,472 respondents, and participants were grouped in 13 categories of stakeholders. Results show positive perceptions in the six areas in which questions were grouped according to the value of CTE: Relevance of academic content; Impact on postsecondary academic options; Work preparation relevance; Value of work-related learning; Support and advice to engage and enroll in CTE; and CTE societal role. ANOVA analyses were conducted to explore differences between groups, and our analyses confirmed that differences in perceptions existed between the groups of stakeholders. The impact of socioeconomic status (Income) on perceptions for each item in the survey was further explored with Univariate Analysis of Variance, using role or stakeholder as the covariate. Results show Income as a predictor of perceptions in a five items after controlling for Role: 1) accessibility of industry-specific equipment, 2) involvement of industry and employers in CTE, 3) development of work-based learning, 4) students being prepared to obtain industry-recognized credentials, and 5) middle school counselor use CTE centers as resources. This study is one of the few conducted in the country with a comprehensive group of stakeholders regarding perceptions on the value of CTE, a major debated topic in education. [ABSTRACT FROM AUTHOR]

Innovations in Information Technology have contributed to new forms of Teaching and Learning of tertiary institutions in most part of the developed countries of the world. However, the adoption and implementation of Web-Based course management and learning tool in most developing countries like Nigeria is still in the infancy. In this paper, an attempt is made to appraise the eLearning Management System and the evaluation of the student eLearning readiness in tertiary institutions of Nigeria. The research subjects were accessible students of the Federal University of Technology, Akure and the Nigerian Open University, Nigeria. In all 627 students participated in the survey. This includes 296 males and 181 females for Federal University of Technology, Akure while 108 males and 42 females are from the Nigerian Open University, Nigeria. The students of the two Universities were selected randomly and were given the questionnaires to record their responses. The questionnaire consisted of two parts. In part I, questions were related to age, gender, computer literacy level, type of smart system and level of power supply. Part II, consisted of questions relating to technology access, online skills and relationship, motivation, foreseen reasons for not willing to use eLearning tools and modified UTAUT constructs. The UTAUT model captures all the essential elements, i.e. performance expectancy, effort expectancy, social influence, facilitating condition, Behavioural Intention, self-efficacy, attitude toward using technology and anxiety. Data were statistically analyzed using both descriptive and qualitative approach. The result suggests that, students in tertiary institution in Nigeria are ready to accept and use eLearning systems [ABSTRACT FROM AUTHOR]

The successful integration of theory and practice is at the heart of developing professionally accountable social work practice. Despite integration being central to the development of professional practice, multiple pedagogical challenges in achieving this learning have been cited in the literature. These barriers are identified along with providing the rationale for actively seeking ways to bridge the perceived gap between theory and practice. Drawing upon a constructivist framework for learning the 'Critical intersections model: Mapping knowledge for practice' is presented and explained. The model is curriculum based, centred on bringing together theory from key knowledge bases with dimensions integral to critically reflecting on social work practice. Mapping knowledge is a process intended to help students and their field educators facilitate integration. This model is embedded in an understanding of practice that is underpinned by critical theory, taking account of factors related to culture and diversity, the 'expert by experience' perspective and considering implications for the profession of social work. This article concludes with a case example of the application of the critical intersections model. [ABSTRACT FROM AUTHOR]

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This paper aims to show how creating a risk plan can be solved with the help of the constructivist multicriteria method. A case study using Multicriteria Decision Aid Constructivist (MCDA-C) was applied, with cybersecurity framework’s controls as a reference. The study was conducted in a large Brazilian bank in Brazil. The relevance of this work is the need to show that the application of multicriteria methods can be applied in the context of information security, which recommends the use of such methods to assist in risk analysis. The methodology used in this study was both quantitative and qualitative, obtaining primary data through brainstorming with decision-makers and forms answered by experts. The secondary data were obtained through the Framework for Improving Critical Infrastructure Cybersecurity, created by NIST - the National Institute of Standards and Technology of the United States. The problem was structured according to the constructivist method, and the data collected were processed and calculated. The study concluded that the category of Security Continuous Monitoring controls stood out compared to other categories. It also shows the importance of applying the constructivist method for the management of cyber risks by unravelling a problem and providing a basis for decision making. Our work contributes to a better understanding of risk management, encouraging the adoption of the constructivist method as a form of risk management best practice.

The purpose of this study was to investigate the influences of Constructivist Learning Environments (CLEs) through the use of laptops supported within 1:1 e-learning education in Malaysian schools. The main objectives of this study were to investigate (a) different possible gaps between constructivist theory and classroom practices in Malaysian schools, (b) success, if any, of the classroom students who would undertake Classmate PC (CMPC) classroom putting while into practice a constructivist approach to learning, and (c) develop a conceptual framework model based on students' communication in a constructivist learning environment. Yet, (d) there is a strong need to address Constructivist Learning Environments (CLEs) practices on local Malaysian settings. A modified Constructivist eLearning Environment Questionnaire (CLEQ) survey used in this study was multiply regressed against student Perceived Learning Outcomes (PRCVD). Findings revealed different aspects of students' learning outcomes and enforcement to use creative thinking in building students' knowledge within constructivism learning context. [ABSTRACT FROM AUTHOR]

This paper builds from a prior study into the teaching and learning of basic number facts in New Zealand. It reports the changes in practice of one teacher that were brought about by her reflection on the effectiveness of her teaching and learning programme. It details how this teacher created a process which helped make the learning of basic facts more relevant and meaningful to her and her Year 6 students. [ABSTRACT FROM AUTHOR]

This paper investigated the teaching/learning and assessment techniques used by college lecturers at one of the primary teacher education colleges in Botswana. The study addressed the following three research questions: a) what teaching/learning strategies and assessment techniques are used in teacher preparatory programs? b) To what extent do they measure quality education? c) What are some of the innovative teaching/ learning and assessment techniques that can measure quality education in teacher education? Data was collected through semi-structured indepth interviews with the participants, document analysis, and classroom observations. Seventeen preservice student teachers at this College of Education in Botswana were interviewed individually and audio-taped. The interviews were recorded, transcribed and then analyzed. The findings indicated that most lecturers at the colleges used teacher centered techniques in their teaching, and used mostly objective tests (quantitative measures) for assessing students' performance. [ABSTRACT FROM AUTHOR]

The ability to solve problems is one of the key skills that computing students require in order to learn programming. However they find this a challenge. The Computer Science Department at Liverpool Hope recruits students to two programmes, BSc. Information Technology and BSc Computing. Both programmes have used bespoke software and text books to guide the teaching and learning of programming. This paper examines how innovative technologies such as the use of robotics can facilitate the students' understanding and application of problem solving and programming. It discusses and builds on previous initiatives undertaken at Liverpool Hope. [ABSTRACT FROM AUTHOR]

Abstract The study reported in this paper developed and evaluated a web-based concept map testing system for science students. Thirty-eight Taiwanese high school students were involved and it was found that their performance on the system was not significantly related to their achievement as measured by traditional standard tests. Their views about the use of the system, in general, were positive. An analysis of students' future use of the system and their motivation and learning strategies revealed that those with more critical thinking metacognitive activities and an effort regulation management strategy showed more willingness to use the online testing system. Moreover, students with high test anxiety showed a preference to be tested through the system. [ABSTRACT FROM AUTHOR]

This paper explored students'' preferences toward the constructivist Internet-based learning environments. A Constructivist Internet-based Learning Environment Survey (CILES) was developed. The CILES consisted of six scales, including student negotiation, inquiry learning, reflective thinking, relevance, ease of use and challenge. Questionnaire responses gathered from more than 700 high school students in Taiwan suggested that the survey showed adequate reliability in assessing students'' preferences. Students showed stronger preferences for the learning environments, which were easy to use or navigate and integrate complex real-life problems with relevant knowledge in a meaningful way. In addition, males and females shared similar preferences toward the Internet-based learning environments. Students having moderate Internet experiences seemed to be more critical to the preferences of the Internet-based learning environments, in which they may have demanded authentic and facilitated Internet-based learning environments, while their inquiry and reflective thinking should be promoted. [Copyright &y& Elsevier]

Brexit activists demonstrating outside the British Houses of Parliament were studied in situ to examine their potential for pro-group extreme behavior. This involved activists of two polarized, opposing views; those of Leave and Remain. The research engaged concepts linking the different theoretical perspectives of identity fusion and personal construct psychology. The study measured participants' degree of fusion to their group using a verbal measure. Willingness to undertake extreme acts was assessed in several ways: a measure of willingness to fight for the group, adaptations of the trolley dilemma and questions regarding political violence. Individual construing was examined using repertory grid technique and a semi-structured interview. Results were similar for both Leave and Remain participants. The majority of activists identified as "fused" to their group and, if so, were more likely to undertake hypothetical extreme behavior compared to those who did not identify as "fused." Repertory grid technique indicated that becoming an activist provided individuals with a clearer and more positive view of themselves. Opposition activists were construed more negatively and extremely than fellow activists, and this construal was associated with an increased willingness to undertake extreme pro-group behavior. This was consistent with the personal construct model of radicalization and was heightened in those who were "fused." Interview data provided support for the constructivist model and revealed characteristics and concerns of the two groups. Overall, the findings indicate that campaigning organizations contain fused individuals, who are more likely to undertake hypothetical pro-group violence including self-sacrifice. This has broader implications which may be particularly pertinent, given the violent impact of extremist activists around the globe. [ABSTRACT FROM AUTHOR]

In this article, I present a model of instructional design that has evolved from analysis and reflection on the process of designing materials for constructivist learning environments. I observed how we addressed the critical questions for instructional design, comparing the process to traditional instructional design models and to my emerging ideas of instructional design involving Layers of Negotiation. Observations of the design and development effort confirmed tentative assumptions that instructional design is a process of knowledge construction, involving reflection, examining information at multiple times for multiple purposes, and social negotiations of shared meanings. The design process evolved in a spiral fashion, progressing through stages of analysis, design and development, and evaluation. Through this project, the Layers of Negotiation model was confirmed, yet evolved to (a) identify critical areas around which negotiations should occur and (b) illuminate the nature of the recursive process. [ABSTRACT FROM AUTHOR]

This paper discusses the factors that became the reason for Venezuela in rejecting humanitarian assistance from the international community for the humanitarian tragedy occurring in the country. This study employed a constructivist approach in looking at the relationship between sense of identity and sense of vulnerability in analyzing the Venezuelan response to the entry of international humanitarian aid from United Nations (UN) agencies into the country. The results revealed that the rejection of international community assistance by the Venezuelan government aimed to protect the country from intervening interests of international actors.

Project management teaching and learning (PMTL) designed to develop future project leaders requires both knowledge acquisition and practical application to ensure that theory and practice converge with deep learning. Many higher education institutions are shifting from an instructivist delivery (lectures) to a constructivist approach (workshops). In attempts to maximize the students' engagement, performance and learning outcomes, their readiness to learn also needs to be considered. This mixed-methods research paper investigates students’ perspectives of the impacts of a teaching and learning (T&L) transition in a project management program. Traditional delivery through lectures and tutorials, was replaced with flipped-blended learning through workshops. The study finds that the transition is generally well received. Engaged students are likely to perform well in a flipped workshop environment. However, scaffolding to prepare students for transition to flipped learning is key for driving knowledge gains, performance, engagement, collaboration and the overall positive learning experience.

There are contrasting interpretations of the Northern Ireland peace process which have competing implications for the lessons to be drawn from the conflict. This article offers a Constructivist Realist critique of three leading perspectives on the peace process: Neoconservative, Cosmopolitan and Conservative Realists (or Consociationalists). The Neoconservative perspective emphasises the importance of security policy in defeating terrorists before negotiations. By contrast, Cosmopolitans and Conservative Realists emphasise the importance of constitutions and tend to ignore security. Constructivist Realists argue that all three accounts are over-generalised, provide inadequate understandings of politics and, therefore, the relative success of the peace process. [ABSTRACT FROM AUTHOR]

This study puts to empirical test the existence of three attitudes toward object-based authenticity that have been theorized in the literature as realist, constructivist, and postmodernist. We examine the relationship between an individual's orientation toward object-based authenticity and the existential authenticity of tourists' experience and postvisitation intended behavior. Two tourism settings are used: a museum with genuine historical artifacts and a place where authenticity is re-created, reconstructed, and interpreted. We find that the impact of authenticity orientation depends on the nature of the site: it affects existential authenticity in the re-created setting only. The largest differences are recorded between realists and postmodernists. Intended behavior does not depend on authenticity orientation when we control for the impact of existential authenticity. [ABSTRACT FROM AUTHOR]