The Centre for Social Innovation is a social enterprise based in Toronto, Canada. It specializes in the creation of shared workspaces for people or organizations with a social mission. It has two locations in Toronto that serve as shared workspaces, innovation labs and community centres. These buildings offer private offices, private or shared desks, and spaces to hold meetings and events. The Centre's mission is to catalyze social innovation and to foster collaboration by connecting social innovators and entrepreneurs working across sectors, and providing them with programming such as workshops, seminars, competitions and mentorship opportunities to accelerate their success. CSI also incubates a limited number of social innovations, providing them with programmatic, strategic, administrative and or financial services.CSI has also published several books on creating shared workspaces and one on its Community Bond.
This paper focuses on the anticipatory component of the Safe and Sustainable by Design (SSbD) framework. Anticipation of safety and sustainability issues plays a pivotal role in the collaborative alignment of emerging chemicals and materials with societal and environmental goals. To contextualise this anticipatory aspect, the paper places SSbD into a longer historical trajectory of chemical regulation, thus highlighting the potential of the SSbD framework in the proactive engagement with societal dynamics around safety and sustainability. Arguing that anticipatory responsible innovation requires an integrated, forward-looking approach that unites technical excellence with social responsiveness, the paper subsequently explores several limitations, focusing on the need for weaving interdisciplinary collaboration into the development process. Finally, by detailing how the current attention to the implementation of SSbD can help shape methodological and strategic decisions, the paper concludes with proposals for harmonising advances in chemicals and materials with the global need for sustainability.
While citizen science (CS) has gained global reputation as a valuable participatory research methodology, over the last decade its demarcation is still somewhat controversial. Attempts to reach a precise definition of CS have resulted in several sets of criteria, principles and minimum requirements without universal normative power. In search of a transparent and just selection process, platforms offering access to CS projects started to define their own selection criteria. In 2017, the Austrian CS community co-created a set of 20 quality criteria to define minimum requirements for CS projects to be listed on the national platform Österreich forscht. After more than five years of applying the criteria, we reflect on the implications for CS projects in Austria. Our mixed method approach of qualitative and quantitative analysis across 103 projects shows no disadvantage for specific research domains or types of institution, but certain challenges for project coordinators to apply all criteria to their projects. The analysis suggests an overall improvement of projects, especially in regard to their ‘citizen scientificity’, meaning that the criteria helped them to better distinguish themselves from other scientific methods, improving their engagement, communication and open data management.
This study explores how teachers’ assessment literacy manifests within assessment practices in higher professional education. While assessment literacy is a multifaceted and dynamic construct, little is known about how it unfolds in practice. Showing how assessment literacy emerges and how its meaning is shaped within assessment-related situations provides nuanced insights for context-sensitive professional development. To gain these insights, teachers’ enactment of assessment literacy was examined in nine diverse assessment-related situations using a conceptual framework comprising eight interconnected aspects. Observations were used beforehand to contextualise the assessment-related situations. Data were then collected through follow-up interviews, each of which began with a LEGO® Serious Play® activity designed to elicit participants’ interpretations. The eight aspects served as the analytical framework to code the data and examine which aspects were present, how they were interpreted, and how they interacted within each situation. The findings demonstrate that different aspects of assessment literacy become more or less prominent, take on different meanings, and interrelate differently within each situation. The study refines the conceptual understanding of teachers’ assessment literacy by illustrating how its manifestations vary within professional assessment practices, showing it as a dynamic, socially situated construct of interrelated aspects.
Es könnte in einer wissenschaftlichen Arbeit außer Belang bleiben, was über Verkehr gedacht wird, man mag vielleicht annehmen, es komme dabei auf die Realität, die physikalische Wirklichkeit, an. Das ist aber fast nirgends so weit gefehlt wie bei der Analyse unserer Fortbewegung. Hier schon zu Beginn und im Weiteren kann modernes Herumbewegen von Personen und Waren nur erklärt werden, wenn die Bilder und Vorstellungen in den Köpfen der Menschen immer mit betrachtet werden. Verkehr ist, auch wenn es selten genug gesagt wird, im Wesentlichen auch eine kulturelle Erscheinung, eine Kopfgeburt, die sich jeweils aus einer Sichtweise heraus entwickelt. Planungen und Verkehrsverhalten (bis hin zum Kauf eines bestimmten Autotyps) hängen von einem "Bild" im Kopf der Menschen ab, das von der Realität oft weit entfernt ist. Die relative Starrheit des Verkehrswesens mindestens in den letzten 30 Jahren gegenüber Veränderungen hat sicher einen Grund darin, dass in diesem Bereich sehr wenig reflektiert wird. Wenn also dieses Buch die Überlegungen mit den "Bildern im Kopf" beginnt, so ganz zentral zu dem Zweck, eine Beziehung zu den Menschen und dem Handeln im Verkehrsbereich herzustellen.
