Design Critical Thinking

Title VII of the 1964 Civil Rights Act protects against discrimination in employment on the basis of race, color, sex, religion and national origin. However when the judicial system has examined English Only workplace policies in light of Title VII, it has generally determined that such policies are not discriminatory if an employee is able to speak English. Although plaintiffs have argued that language is inextricably linked to national origin and cultural identity, the courts have stated that the use of a language other than English is detrimental to the morale of monolingual English speakers and a single language is necessary to ensure workplace harmony and proper management. This paper examines the court cases where English Only workplace policies have been challenged, and identifies the prevalent myths and ideologies held by businesses and the courts about language use, identity, and bilingual speakers. Through the process of homogeneism, linguistic diversity is rejected as monolingual English speakers are able to create and enforce rules that favor themselves as they construct the identity of "American" in their own image.

The Creative Citizen Project is a pilot research study that aims to creatively engage young people in impactful civic participation in their local community. In this presentation, we explain the research aims, The Creative Citizen Project’s pedagogical model that informed the pilot workshop program, and in particular, focus on how the combining of Design Thinking with Civics and Citizenship education supported the participants to develop and utilise empathy, uniting political knowledge with problem-solving skills to encourage what we have called critical creativity. We will also unpack some of the literature related to creative citizenship, before concluding with our preliminary research findings.

This short text presents meditations on the nature and function of the "parti" in architectural design. I wrote it after having to respond to students' frequent requests for an explanation of what-it-is throughout my many years of teaching design studios. I hope that my effort casts light on the matter without killing the magic and even esoteric quality of what the 'parti' stands for.

The paper explores Tati's use of new film media in 'Playtime' in ways that reveal more fundamental modes of social, mimetic and situational mediation as performed in the film by architects, and architect-like characters, and by the architectural settings which Jacques Tati devised.

Tüm yaşamımız duygu ve düşüncelerimiz tarafından yönetilmektedir. Çoğumuz ağırlıkla gerçeğin farkına varmadan yaşadığımızdan düşünce becerilerimizi geliştirmeyi önemsemeyiz. Ancak düşünme, eğitim, psikoloji ve daha birçok alandaki bilim insanının üzerinde çalıştığı ve geliştirmeyi hedefledikleri beceriler arasındandır. Düşünme türleri içinde eleştirel düşünme en temel ve önemlileri arasındadır. Pek çok kişi için düşünme bilinç dışı bir eylem iken bilinç alanına çekip özel eğitim teknikleri ile geliştirmek mümkündür. Bu kitap sayesinde eleştirel düşünme becerilerinin kapsamında kişinin tarafsız düşünür hâline gelme, düşünme seviyesinden haberdar olma, temel akıl becerileri, yetenekleri, içgörülerinin gelişmesine destek olma, sunulan düşüncenin zayıf ve güçlü manasını keşfetme vb. gibi becerilerini geliştirme, kendi düşünme standartlarını bilme, soru sorma ve düşünmedeki yerini anlama, düşünme içeriğini öğrenme, iyi düşünme becerilerini edinme, karar alma, problem çözme, mantık dışı düşünce ile başa çıkma, ulusal ve uluslararası propaganda yolları zihinsel kandırmaca ve manipülasyonun farkına varma, etik akıl yürütme, stratejik düşünme becerileri ve ileri düşünür olma başlıklarında bilgi ve beceri kazandırmayı amaçlamaktadır. Buraya kadar sözü edilen bu becerileri kapsayan kitabın hem bilgi vermesi hem de Türk akademisyen ve düşünürleri tarafından bu konuda yeni eserlerin kaleme alınmasını, araştırma yapılmasını teşvik etmesi hedeflenmektedir. Kitabın hedef kitlesi, matematik bilimlerinde ve sosyal bilimlerde eğitim gören öğrenciler ve akademisyenler, politikacılar, medya mensupları ilk akla gelenler arasındadır. Kitabın, kişisel gelişimi bir yaşam biçimini hâline getirenlere geliştirici bir okuma serüveni olacağına inanılmaktadır. (kim ile, kimin için…)
21. yüzyıl becerileri arasında ilk sıralarda yer alan eleştirel düşünme becerisini stratejik ve sistematik olarak nasıl geliştirilebileceğini anlatan bu kitap, okuyucular için hem günlük yaşamda hem de profesyonel hayatta kullanabilecekleri önemli reçeteler vermektedir. Bilgi çağının getirdiği bilgi bombardımanı içinde hangi bilgiye nerede, nasıl, niye, ne zaman ve kim ile kimin için sorularının cevaplarını çok gelişmiş tablolar ve şekiller ile anlatarak görsel anlamda hatırlanır ve uygulanabilir kılmaktadır. Sol beynin işlevi olan eleştirel düşünceyi çok daha ileriye götürerek bilginin yaratıcılığa dönüştürülmesinde önemli rol oynamaktadır. Basitliğin getirdiği mükemmellik ile değişen ve devrim niteliğinde yaşanan teknolojik gelişimlerde okuyuculara uygulamalı olarak karar verme becerilerini geliştirmekte ve bulundukları ortamda farkındalık oluşturarak fark yaratmalarını sağlayacak donanım vermektedir. Bu kitabın okuyucuları sadece eğitim dünyasındaki değişimi sağlamak isteyen kişiler değil profesyonel dünyada da dönüşümü sağlamak isteyen oyuncular ve liderler olmalıdır.

In the study of fashion there is a temptation to privilege the experience of seduction, glamour and empowerment of individuals, or the representation of cultural values through dress. But fashion also has a propensity for narcissism (self-satisfaction) and the potential for this self-satisfaction to be achieved through the harassment and degradation of others. In this article, fashion is examined as an everyday site for establishing social distinctions, where violence in the form of microaggressions and bullying is masked by the apparent superficially and innocuousness of clothing.

Critical thinking is the ability to analyze and evaluate information because critical thinkers raise vital questions and problems, formulate them clearly, gather and assess relevant information, use abstract ideas, think open-mindedly, and communicate effectively with others. Critical thinking is a very important skill required by everyone in every setting. It helps them deal with all types of problems more effectively ranging from those inside to those outside the classroom.

This thesis consists of a series of extensive projects which aim to explore a new designer role for fashion. It is a role that experiments with how fashion can be reverse engineered, hacked, tuned and shared among many participants as a form of social activism. This ...

We are no longer used to critically examining the meaning of “design”,

which maintains an unexplored dimension in terms of the Power that can be exercised through the cyclic act of creation, preservation and disruption.

This assumption induces us to focus on the contrast between the “visible” side of the act that involves all its conceptual and practical manifestations, and a hidden or “dark” side that deals with politics and power play, but that, however, has a major influence in the process and its hierarchical dynamics.

This implies an order on the surface, which seems to be naturally stirred by the so-called “perceptions” that reflect the preferences of overall public opinions: however, looking deeper, all the production acts involves a carefully controlled disequillibrium influenced by social, ecological, economical and political interests.

The power flow in the act of “design” takes into consideration the paradoxical contradiction between its potentiality and its preservation of power.

Risk assessment, by itself, does nothing to reduce risk or improve safety. It can only change outcomes by informing the design and management of effective risk control interventions. But current practice in healthcare risk management suffers from an almost complete lack of support for risk control. This first installment of a 2-part series on rebalancing risk management describes a new framework to guide risk control practice: The Process for Active Risk Control.

As a culturally produced text, literature is seen as a lens with the potential to draw attention to the values, ideas, and beliefs that underlie a society.

In this paper three key themes in H.G. Wells' novel 'The Invisible Man' (1897), are discussed: firstly, the ways that the body may be fashioned through dress and individual practices; secondly, how wearable artefacts may socialize bodies and symbolically communicate; and thirdly, how the fashioned body may challenge personal and cultural boundaries. Collectively, these issues draw attention to the relational network of body, culture, and dress.

These relationships are highly relevant to design research in fashion, dress, and wearable artefacts, which all use the body as a site. This study is seen as being an example of how literature may be utilized as a speculative device to encourage experimental and creative design research practices.

The author's practice led doctoral research, which emphasizes the body and skin as sites for design, is used as an example of a cross-disciplinary approach that draws on the issues raised through an analysis of the novel.

This thesis examines the adoption of design thinking methods by non-design communities of practice. As design management focuses on the coordination of design activities across fields and disciplines, the design manager conducting the research sought to discover methods and practices that could be used to assist with adoption and application of design thinking methods with a group of non-designers. The design manager provides several solutions for the non-design community of practice, which may potentially assist other designers when introducing and implementing design thinking methods across diverse groups.

Design thinking is often praised as a universal tool that can be utilized to address and resolve almost any design problem, even those that are the most complex. Judging by the recent criticism from several key design professionals, design thinking seems ill-suited to confront complex, or so-called 'wicked' problems or to facilitate deep thinking. Design thinking falls short of tackling these problems because it only provides ways to empathize with customers, rendering them passive bystanders in the innovation process. In order to address these shortcomings inherent in design thinking, the following discourse introduces deeper critical thinking skills into design thinking, allowing designers in combination with everyday experts to collectively form a political will and act on it. Borrowing from the critical design debate, the new critical design thinking processes developed in response to the growing need for designers to deploy deeper analytical skills to guide their decision making provides a framework to guide a collective design practice capable of dealing with the complex, multi-faceted nature of current political, economic and social affairs. Rather than sustaining a focus on the development of products and product systems and the means to market them at large scale, designers must now work to shift their practice to create critical meta design tools aimed at solving complex design problems, such as circular design or social design challenges.

With the rise of the Internet, skills, patterns, and ideas are being shared more widely among people engaged in the crafts, which seems to break with some of the underlying assumptions about the lone genius craftsman. Much discourse about craft has been focused on the hands of the artisan, or the " tacit " knowledge used by the maker, but as crafters collaborate in a larger extent some other perspectives could be of use, especially since the surrounding environment seems to take a more active involvement in the production than the mere maker. Increasing Internet prevalence has made this even more obvious, as do-it-yourself instruction and the sharing of skills are abundant in craft forums online, blurring the borders between influences, makers, and situated modes of production. This article examines some concepts and metaphors by which some of the potentials of craft collaborations could be understood. Combining theories of cognition from super-organisms like ant colonies and their " bodyhood " with the " capabilities approach " of Amartya Sen and the concept of educational sloyd, the text builds an associative framework for a perspective on how collaborations actualize new craft capabilities. In conclusion, the article proposes a wider understanding of do-it-yourself activities as a shared endeavor toward

Nesse texto, Moura quer “pôr prova a ideia muito corrente de que estamos numa sociedade pós-racial, pós-género e até pós-classe, usando o design como pedra-de-toque” (p.32). Usar o design para isso é útil porque “o universalismo e a neutralidade são identitários do design enquanto disciplina”. Assim, ele busca “demonstrar que a universalidade e neutralidade se constroem por oposição a conceito de classe, género e raça, que são, neste processo, considerados exteriores”. O design, entretanto, não é universal: “é, aliás, um dos locais onde essas categorias se criam. E ele próprio é criado em relação a elas. A sua universalidade e neutralidade produzem-se naturalizando todo um conjunto de hierarquizações” (p.33).

Craft and design has had a dialectical history since early modernism, where craft often sided with the romanticism of the 'arts and craft movement', while design became primarily market-led and allied with mass production, industrialism and consumerism. This conflict, which deepened through the twentieth century, is now exhibiting signs of reconciliation. What happens at the borders between design and craft today, when a new generation of makers trespass and extend across this raft, to combine post-industrial design, open source shared engagement and net political craft?

AWEJ Volume.5 Number.2, 2014   
                                                                                                                                                      Pp.206-220

                                                                                                                                                                                                                     

Towards a Critical Thinking Classroom

Omnia Nabih Ahmed
Yanbu University College (YUC)
Yanbu, Saudi Arabia


Abstract
The major objective of the present study is to investigate the effectiveness of using Richard Paul’s “Elements and Standards of Reasoning (E&Ss)” on improving the Critical Thinking skills as well as writing skills of EFL Saudi students. Students were identified as high, mid and low-level students. The progress of each group was measured through a progressive series of rubric assessments of their writing, examining five key areas important in rhetorical composition: clarity of writing, analysis of author’s argument, use of supporting information, organization, and grammar and syntax. Through the introduction of this focused Critical Thinking training, student composition improved in all of the five key areas, among all the groups.
Keywords: critical thinking, writing skills, critical thinkers, passive learners, standards of reasoning

Many theories about the teaching of logic and critical thinking take for granted that theoretical learning, the learning of formal rules for example, and its practical application are sufficient to master the tools taught and to take the habit of using them. However, this way of teaching is not efficient, a conclusion supported by much work in cognitive science. Approaching cognition evolutionarily with dual-process theories allows for an explanation of these insufficiencies and offers clues on how we could teach critical thinking and logic more efficiently. In this article, we want to present this approach and explore these leads in order to make some pedagogical recommendations and lay the foundations of a framework. We will put forward an example of the application of this research program with philosophy for children.

There is a phenomenon in nature called the 'circular mill' (Beebe, 1921, pp. 291-94). This phenomenon occurs when a group of army ants (foragers) are separated from the main swarm column. After a period of disorder the separated group randomly picks up a pheromonal scent that they follow, unaware that the scent is coming from themselves rather than from the main colony. Soon after, they end up running around in a densely packed circle, following each other, until they all die from exhaustion. This phenomenon has been dubbed the 'death spiral' (Schneirla, 1971, p. 349; Delsuc, 2003, p. 155). The death spiral has been used as a metaphor in such contexts as digital culture (Tanner, 2013), finance (Baldwin, 2012) and even insurance . Designers are no exception when it comes to this type of behaviour. When designers choose to focus on themselves rather than on the community they should be serving, they enter the death spiral.

Morozov's history of the present purports to be targeting Silicon Valley, but the book is in fact a comprehensive criticism of the role of digital systems design. From this perspective, the book offers interesting perspectives on design's role in aspirations of technological perfectability. However, the concluding recommendations are too dialectical.

Contemporary Jewelry is at a turning point. It is no longer possible to think of jewelry exclusively as a luxury item, linked only to the preciousness of the materials and techniques. In an era where every product has already been consumed, produced and distributed globally, jewelry design discipline is faced with a more difficult and complex challenge. That concerns the possibility to be able to think again itself from a conceptual and communicative point of view, so as to be an invitation to a thought that stimulates action and debate, even on questions of an ethical, social and political nature, apparently far from this specific design field.  (...)
About the Anthropocene topic, one of the most interesting aspects of this operation lies in placing it as a catalyst concept of design practice, which unfolds both in an intellectual and material way, in order to actively involve society in this developing phenomenon. No longer, therefore, only jewelry projects aimed at obtaining an optimistic vision of the real, but design pieces that seeks to give rise to a debate, asking questions without necessarily having to provide immediate and comfortable answers.

RESUMEN: En el presente proyecto, argumentamos sobre la problemática que se genera por la falta de desarrollo de competencias, que surge de la educación eminentemente memorística a la que son sometidos los estudiantes de distintos niveles. Para solucionar dicho problema, proponemos un programa de debate que mediante la preparación de tesis (análisis de perspectivas), argumentación y refutación de distintos puntos de vista, permitan al alumno desarrollar sus habilidades de razonamiento crítico, metacognición, innovación, liderazgo y otras habilidades blandas que surgen de la práctica del diálogo y el trabajo en equipo.
Parte importante del programa propuesto se compone de contenidos relacionados con aspectos de lógica, retórica y dialéctica, los que son aplicados mediante el debate, entendido como una metodología activa del aprendizaje donde los estudiantes participan voluntariamente, lo que permite dotar de contenido a materias filosóficas y de pensamiento abstracto, haciendo que el conocimiento sea significativo y permanente.
PALABRAS CLAVE: Debate educacional, debate competitivo, argumentación, pensamiento crítico, Educación del s. XXI, análisis discursivo.

ABSTRACT: This project addresses the prevalent educational issues intertwined with current teaching methodologies. It is argued that the inconsistency in the development of student’s capabilities is caused by focusing student’s attention, from all across educational levels, on mnemonic methods of retaining information. In order to deal with this problem, a debating programme is proposed as one plausible solution. Hereafter, the ability of critical thinking, metacognition, innovation and leadership, as well as other soft skills that result from the practice of dialogue and teamwork, will be understood to be fomented through the practice of debating. Concretely, the method is executed through the formulation of thesis (analysis of perspectives), argumentation and refutation from different points of view.
An important part of the proposed program consists of content related to aspects of logic, rhetoric, and dialect, which are applied through debate, understood as an active methodology of apprenticeship where the students participate voluntarily, allowing the content to provide philosophical subjects and abstract thinking, making the knowledge significant and permanent.
KEY WORDS: Educational debate, competitive debate, argumentation, critical thinking, education of century XXI, discourse analysis.

RESUMO: Neste projeto, argumentamos sobre a problemática que se gera pela falta de desenvolvimento de competências, que advém preponderantemente da educação por memorização à qual os estudantes de todos os níveis são submetidos. Para solucionar esse problema, propomos um programa de debate que mediante a preparação da tese (análise de perspectivas), argumentação e refutação de diferentes pontos de vista, permitam ao aluno desenvolver suas habilidades de pensamento crítico, metacognição, inovação, liderança e outras habilidades sociais que surgem da prática do diálogo e do trabalho em equipe.
Parte importante do programa proposto se compõe de conteúdos relacionados a aspectos de lógica, retórica e dialética, que são aplicados durante o debate, entendido como uma metodologia ativa da aprendizagem onde os estudantes participam voluntariamente, o que permite conferir conteúdo substancial a materiais filosóficos e de pensamento abstrato, fazendo com que o aprendizado seja significativo e permanente.
PALAVRAS CHAVE: Debate educacional, debate competitivo, argumentação, pensamento crítico, Educação no século XXI, análise do discurso.

Starting from the definitions of popular terms (home, family) but also "new" ones (queer, gender), the thesis traces a rough path to reach a space to redefine users and environments, employed according to the needs which are sometimes expressed, some other times not even conceived by an uncertain and precarious society, that is anyway in the process of transformation and growth.

Graduation thesis of SILVI SPINA
Internal supervisors NICOLAS COCINO and GIULIA MEZZALAMA
external supervisor CRISTIAN LO IACONO (responsible for the MAURICE GLBTQ documentation centre)

INTERIOR DESIGN a.y. 2017-18

Introduction to Special issue of Citizenship Studies on ‘Design and Citizenship’ edited by Cynthia Weber; Published as Cynthia Weber (2010) ‘Introduction:  Design and Citizenship’, Citizenship Studies 14(1):1-16.

This article introduces design, citizenship and their relationships by contrasting two very different design projects on citizenship.  The first is the collaborative project Touching the State, which was carried out by the publically-funded UK Design Council in collaboration with the independent think tank the Institute for Public Policy Research in 2004.  The second is artist and designer Robert Ransick’s project Casa Segura/Safe House.  Bearing these two design projects in mind, the article suggests that if we want to better understand citizenship, we need to better understand how citizenship, citizens, and those who are not (fully) counted as citizens are designed, re-designed, or designated as beyond the scope of design by states, professional designers, activists, citizens and citizen groups, and non-citizen and non-citizenship groups, in all the richly varied ways design and citizenship interact.  The urgency in taking design seriously within the realm of citizenship studies is that design offers a new prism through which to address the political.  The article then lays out how the contributions to this special issue examine citizenship in relation to the political through this new prism of design.

From 2012 until today, I have given several seminars on metadesign, strategic design and collaborative design in Brazil (Unisinos), Mexico (Universidad Iberoamericana and Tecnológico de Monterrey), Italy (Università di Bologna), Guatemala (Universidad Rafael Landivar) and Colombia (Universidad de Caldas).
I collected the various contents in a single presentation that I am making available to my students and to the design scientific community.
The presentation does not consider the practical activities, due to its great diversity.

Open design has emerged as a topic generated by a new logic of thinking: the internet with its rhizomatic creative networks and open software. Over the last decades the network has become a new conceptual technology by which to think and describe the world in a new way, and collaborative networks have also become the main actors in the new economy, generating questions of what 'open' actually means. As a new generation of knowledge and design workers set out to engage with networked and post-Fordist labour they also generate new forms of conflict. the power over standards and protocols guides the use of the creative platforms, both enabling collaborative and co-creative design as well as shaping it according to the aims of those setting

The aim of this book is to understand the effects of neo-liberal economies and globalization on education policies where they create inequalities and conflicts. However, the main goal of education is defined as a radical democratization in the schools through the transformation of knowledge. Curriculum plays important role in the transformation of knowledge and it is crucial to build a radical transformation of the societies. From this perspective, three alternative curricula, namely, Peace Education and Conflict Resolution Education, and Peace Education and Conflict Resolution Education combined are implemented and evaluated to investigate the effects on pre-service tecahers' Emotional Intelligence, Self-concept, and Conflict Resolution Skills. The findings indicated that the Peace Education, Conflict Resolution Education, and the Peace Education and the Conflict Resolution Education combined curricula has significant effects on Emotional Intelligence, Self Concept and Conflict Resolution Skills. Among these three curricula, the Peace Education and Conflict Resolution Education combined has the highest effects on Emotional Intelligence, Self Concept and Conflict Resolution Skills.

As a culturally produced text, literature is seen as a lens with the potential to draw attention to the values, ideas, and beliefs that underlie a society. In this paper three key themes in H.G. Wells' novel The Invisible Man (1897), are discussed: firstly, the ways that the body may be fashioned through dress and individual practices; secondly, how wearable artefacts may socialize bodies and symbolically communicate; and thirdly, how the fashioned body may challenge personal and cultural boundaries. Collectively, these issues draw attention to the relational network of body, culture, and dress. These relationships are highly relevant to design research in fashion, dress, and wearable artefacts, which all use the body as a site. This study is seen as being an example of how literature may be utilized as a speculative device to encourage experimental and creative design research practices. My doctoral research, which emphasizes the body and skin as sites for design, is used as an example of a cross-disciplinary approach that draws on the issues raised through an analysis of the novel.

Community Repair explores the idea of reciprocity through the act of making together and connecting within our communities, using an existing starting point of value and developing that value. The project aims to offer new
kinds of mechanisms for the exploration of co-operation that may act as sustainability thinking in action over short and long term time scales, using real world criteria. We hope that through this experience, touching the lives
of those involved and beyond, that visible and invisible outcomes can be celebrated and enjoyed.

“Critical making” is an umbrella term for various distinctive practices that link traditional scholarship in the humanities and social sciences to forms of material engagement in order to explore new ways of studying the relationship between technologies and social life by bridging the gap between physical and conceptual exploration (Ratto, 2011). The aim of critical making is “to articulate and develop novel modes of intervention into dominant systems of information exchange and knowledge generation” that “focus on assembling rather than deconstructing within the modern technological society” (Ratto, Wilie and Jalbert, 2014: 85). In order to reach this goal, critical making practices “theoretically and pragmatically connect two modes of engagement with the world that are often held separate - critical thinking, typically understood as conceptually and linguistically based, and physical “making,” goal-based material work” (Ratto, 2011: 253). Such practices can thus be conceived as engagements between design and social research, implying the exploration of societal issues and social theories through the fabrication of material, interactive prototypes.
Drawing upon the critical making approach, we have developed a project called “Game of ANT”, which focuses on the fabrication of a series of Arduino-based interactive devices reproducing the behaviour of actor-networks within the socio-technical world.  “Game of ANT” adopts the Latourian vision of technoscience as war (Latour, 1987) and physically embodies this idea by proposing a sort of war game during which participants play the roles of human or non-human actors engaging with the dynamics of socio-technical life. Using pre-assembled and coded components, participants construct and play with simple, electronic actors/actants that are able to associate and dissociate with each other, thus forming multiple actor-networks that compete for gaining power within an imagined socio-technical world. To win the game, an actor-network needs to crystallize and become a “black box”. The working of the game thus reproduces the basic principles of actor-network theory (ANT) and “translates” the sociology of translation into a gaming experience through which scholars and students can conceptually-materially engage with ANT, hence exploring and approaching it from novel points of view.

Bibliography

Latour, B. (1987) Science in Action, Cambridge (MA): Harvard University Press.

Ratto, M. (2011) “Critical Making: Conceptual and Material Studies in Technology and Social Life”, The Information Society, 27: 252–260.

Ratto, M., Wilie, S.A. and Jalbert, K. (2014) “Introduction to the Special Forum on Critical Making as Research Program”, The Information Society, 30: 85–95.

This article investigates how modern neo-liberal states are ‘securing by design’ – harnessing design to new technologies in order to produce security, safety, and protection. We take a critical view toward ‘securing by design’ and the policy agendas it produces of ‘designing out insecurity’ and ‘designing in protection’ because securing by design strategies rely upon inadequate conceptualisations of security, technology, and design and inadequate understandings of their relationships to produce inadequate ‘security solutions’ to ready-made ‘security problems’. This critique leads us to propose a new research agenda we call Redesigning Security. A Redesigning Security Approach begins from a recognition that the achievement of security is more often than not illusive, which means that the desire for security is itself problematic. Rather than encouraging the design of ‘security solutions’ – a securing by design – a Redesigning Security Approach explores how we might insecure securing by design. By acknowledging and then moving beyond the new security studies insight that security often produces insecurity, our approach uses design as a vehicle through which to raise questions about security problems and security solutions by collaborating with political and critical design practitioners to design concrete material objects that themselves embody questions about traditional security and about traditional design practices that use technology to depoliticise how technology is deployed by states and corporations to make us ‘safe’.

The article revises the effects of technology transfer offices (TTOs) on capacity building within the university, from the perspective of
creativity, innovation and entrepreneurship. The objective of the article is to understand clearly and deeply how TTOs build capacity in
creativity, innovation, and entrepreneurship for all the stakeholders, researchers, faculty members, SMEs, incubators, undergraduate and
graduate students, and attorneys. Particular focus is given for analysing TTOs activities in order to comprehend the strategy of TTOs in
delivering and building capacity for innovative products and services. The author concludes that the universities and TTOs should have a
common strategic plan and policy to empower and to increase efficiently and effectively the impacts TTOs activities have on the
development of the technology-based innovative products and services.
Keywords: Technology Transfer Offices, creativity, innovation, entrepreneurship

It has long been argued that tradition and originality constitute the main tensions driving the architectural mind. A critical review of this proposition reveals its limitations and dangers. A Model that uses the concept of paradigm is proposed as a more comprehensive construct for describing the meta-psychology of architectural design. The forces of convention and innovation are related to those of rationality and imagination and are made relative to paradigms. The general logic, boundary, and functioning of the designer's mind under these paradigms are described, paying close attention to the role of analysis and exemplars. Tradition is shown as the strongest force driving architectural design while avant garde as rare situations when the designer's thinking and doing are beyond the influences of paradigms. The paper concludes with recommendations for architectural education.

Boğaziçi Üniversitesi, Barış Eğitimi Uygulama ve Araştırma Merkezi ile Doğan Gazetecilik tarafından ''Baba Beni Okula Gönder'' Projesi kapsamında, kız öğrenci yurtlarında çalışan görevlilerin ihtiyaçları ve yurtlar hakkında görüş ve önerilerin belirlenmesi için ihtiyaç analizi çalışmaları yapılmıştır. Bunun yanında Yurt Ortamı Ölçeği (Moos,19, Kerimol-Orçan19) ve Duygusal Zeka Ölçeği (Coleman, Bar-On) kullanılarak katılımcıların yurtlarla ilgili ölçek çerçevesinde algıları ve bireysel yaklaşımları ele alınmıştır. Yurt müdürleri ve belletmenlerin maddi manevi ihtiyaçlarını hem kendileri hem de kız öğrenciler açısından saptamak için odak grup çalışması (4 grup)  ve de ölçekler kullanılmıştır.
    Çeşitli illerde yaptırılan toplam 32 adet kız öğrenci yurdunda bölgesel olarak farklılıklar görünmesine rağmen koşullar genellikle birbirine benzemektedir. Kız öğrenci yurtlarında kalan kız çocuklarının çoğunlukla ilgi alanlarını geliştirebilecekleri veya sosyalleşebilecekleri alanların ve olanakların kısıtlı olması, yurttan sorumlu müdür yardımcısı ve belletmen öğretmenlerin çocuklara karşı ilgisi, iş yapabilme becerisi çocukların koşullarını etkilemekte ve gelişimlerini destekleyici yaşam alanı oluşturma ihtiyacını artırmaktadır.
    Bu raporun amacı, yurt görevlileri ve öğrencilerin ihtiyaçlarının belirlenmesinden sonra geliştirilecek faaliyet modellerinin hazırlanması için daha sistemli bir alt yapı oluşturulmasıdır. Kız öğrencilerin okul-yurt arasında geçen yaşamlarında evleri sayılabilecek yurtlarının daha yaşanabilir olması, ilgi alanlarını geliştirebilecekleri, sosyalleşebilecekleri ve aynı zamanda yurt görevlilerinin de benimseyip yürütebileceği daha iyi bir yaşam alanı oluşturmak için önemli bir bilgi kaynaği oluşturmaktadır.

This article describes the pedagogy, conceptual framework, outcomes and experiences of an annual Interdisciplinary Cluster Competition (ICC) organized at the beginning of every spring semester for junior students in the disciplines of Architecture, Industrial Design, Interior Design, Landscape Architecture and Visual Communication at a major University in the United States southwest. It is descriptive a study.   Students’ teams applied Studio Based Learning pedagogy applied to a real world problem. This combination enhanced the competition learning outcomes because of the impact of intraprofessional experience on student learning and their ability to generate holistic and resourceful solutions (Shraiky J. & Lamb 2012). The result was a win-win experience that empowered students to become social changers, and exposed them to an understanding of interdisciplinary collaborative practice. Students’ motivation to win the competition increased in comparison with previous years with the im...