Making Human Behavior Theory Real Through the Unreal: Fiction in the HBSE Classroom

Beise, Brian; Sherr, Michael E.

doi:10.1080/10911359.2014.1003735

Cited by 3 publications

(2 citation statements)

References 18 publications

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“…No entanto, quando as necessidades de segurança não são atendidas, é instaurado um ambiente inseguro proporcionando o afastamento do cidadão do convívio social, afetando sua autoestima e sua autorrealização (Otway & Carnelley, 2013;Backonja, Hall & Thielke, 2014;Beise & Sherr, 2015;Henwood et al, 2015).…”

Section: Contextualização E Conceitos De Cidades Inteligentesunclassified

Cidades Inteligentes sob a ótica da Motivação Humana: um constructo baseado nas Necessidades de Maslow.

Andrade

Coutinho

Mendonça³

2023

AOS

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As Cidades Inteligentes objetiva melhorar a vida urbana, tornando-as cidades mais eficientes, ecológicas, inclusivas e com maior qualidade de vida para todos os cidadãos. A aplicação da teoria de Maslow no planejamento urbano pode atender às necessidades fundamentais dos cidadãos A relação entre as necessidades de Maslow e a construção das Cidades Inteligentes é um tema interessante que tem sido explorado em alguns estudos. Embora a teoria de Maslow não tenha sido especificamente formulada com foco nas Cidades Inteligentes, é possível fazer algumas conexões e extrair insights relevantes. Neste sentido, busca-se encontrar trabalhos associados a Cidades Inteligentes e as Necessidades de Maslow e suas relações e contribuições para a construção das Cidades Inteligentes. Foi realizado uma pequena revisão sistemática da literatura para reunir e analisar de forma sistemática e imparcial os documentos científicos disponíveis sobre as Cidades Inteligentes e as Necessidades de Maslow. Os estudos que exploram a relação entre as necessidades de Maslow e as Cidades Inteligentes podem abordar diferentes aspectos, como a análise das necessidades específicas dos cidadãos em diferentes níveis da pirâmide de Maslow em contextos urbanos inteligentes, a identificação de como as cidades inteligentes podem melhorar a satisfação das necessidades humanas, ou mesmo o desenvolvimento.

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Section: Contextualização E Conceitos De Cidades Inteligentesunclassified

Cidades Inteligentes sob a ótica da Motivação Humana: um constructo baseado nas Necessidades de Maslow.

Andrade

Coutinho

Mendonça³

2023

AOS

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“…Perhaps, this is why fiction has been used as a didactic tool in professional education, e.g. in law (Alsheimer, 2004), engineering (Segall, 2002;Derjani-Bayeh & Olivera-Fuentes, 2011) computer science (Goldsmith & Mattei, 2014) and graduate programmes in social work (Mendoza et al, 2012;Beise & Sherr, 2015). However, fiction is most prevalent in medical education (e.g., Hawkins & McEntyre, 2000;Evans, 2007;Bleakley, 2015).…”

Section: Fiction As a Didactic Tool In Professional Educationmentioning

confidence: 99%

Cold Heart, Warm Heart : On fiction, interaction, and emotion in medical education

Gramner

2022

Linköping Studies in Behavioural Science

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EnglishFiction is used for educational purposes in various fields such as engineering, law and higher education. In medical education, the theories of medical humanities and narrative medicine propose that engaging with fictional works can provide opportunities for medical students and physicians to develop central professional skills such as emotional awareness and empathy, which can help mitigate the documented empathy decline which occurs during medical training. Despite extensive research about fiction inclusion in medical education, there is very limited research on the in-situ processes of fiction use, and how emotional aspects of the medical profession can be conceptualised in fiction discussions. This thesis investigates the intersection of fiction, interaction and emotion in medical education. The purpose of the study is to contribute knowledge on the ways emotion can be constructed in medical education as affective stances and as professional emotions that medical students need to learn how to manage. Discursive psychology (DP) forms the theoretical and methodological framework to analyse 58 hours of video-and audio-recorded fiction seminars from two Swedish medical schools. Emotion from a DP perspective is understood not as a reflection of an inner experience, but as an interactionally achieved phenomenon, deployed in the formation of social action. Results show that reflection and reflective practices are imbedded in fiction seminars, and that affective stances are constructed as a student resource to manage intensity, control, assessment and accountability. Furthermore, the professional emotions of physicians are constructed as emotional labour which students need to prepare for, and the feeling rules of the medical profession are constructed as calibrations of emotions which are both fluid and changeable. The task of learning professional emotion is oriented to as troublesome by students as it might interfere with their focus on managing student identities.

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Reading about What It Is Really Like Is Eye-Opening: Literature for Youth and College-Level Critical Pedagogy

Beck¹,

Bodur²,

Walker-DeVose³

et al. 2018

Transformations

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Making Human Behavior Theory Real Through the Unreal: Fiction in the HBSE Classroom

Cited by 3 publications

References 18 publications

Cidades Inteligentes sob a ótica da Motivação Humana: um constructo baseado nas Necessidades de Maslow.

Cidades Inteligentes sob a ótica da Motivação Humana: um constructo baseado nas Necessidades de Maslow.

Cold Heart, Warm Heart : On fiction, interaction, and emotion in medical education

Reading about What It Is Really Like Is Eye-Opening: Literature for Youth and College-Level Critical Pedagogy

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