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Graphic Designers today must operate independently of specific tools and media. Modes of production are democratized, and so it is in the ways we choose to operate within these modes that define the value of the field. Practice Makes Practice is a response to this condition, refocusing attention from the products of design as endpoints of process to visual evidence of persistent questioning by the designer. Through my work I question roles and media, enfolding audience, client, and collaborators into my process. My practice is improvisational, quick, and performative in its response to the specifics of site and circumstance. Through constructing temporary conditions for design, I reformat the everyday and produce in real-time. My thesis traces a trajectory of work demonstrating consistent methods over a wide range of academic and applied projects. I work intuitively to couple learning and making, and through continuous production enact a practice that persists at any scale.

A substantial body of literature centers on the concept of 'practice'. This article parses the practice turn in International Relations. It suggests that the meaning of 'practice' is a moving target. Sometimes it means process. Sometimes it refers to a particular type of knowledge and related action. And sometimes it is used as a quasi-synonym for institution. There are actually three concepts animating the practice turn: 'practice', 'practical knowledge', and 'practices'. These concepts hail from different intellectual pastures and lead to different ways of explaining and understanding international relations. The article introduces the three concepts, explains how each concept entails a particular interpretation of the nature and possibility of change, as well as affords a particular theory of peace(making).

This item has been translated into various languages: English - http://dx.doi.org/10.13140/RG.2.2.11610.90567/1; Welsh - http://dx.doi.org/10.13140/RG.2.2.23512.24322/1; Albanian - http://dx.doi.org/10.13140/RG.2.2.13288.62727/1; Bulgarian - http://dx.doi.org/10.13140/RG.2.2.19999.51364; Chinese (simplified) - http://dx.doi.org/10.13140/RG.2.2.30065.84325 ; Chinese (traditional) - http://dx.doi.org/10.13140/RG.2.2.36776.72963; Danish - http://dx.doi.org/10.13140/RG.2.2.16801.35688; French - http://dx.doi.org/10.13140/RG.2.2.33578.57288/1; Greek - http://dx.doi.org/10.13140/RG.2.2.11768.19201; Icelandic - http://dx.doi.org/10.13140/RG.2.2.20667.16161; Lithuanian - http://dx.doi.org/10.13140/RG.2.2.25189.96484/1; Russian - http://dx.doi.org/10.13140/RG.2.2.31900.85127; Spanish - http://dx.doi.org/10.13140/RG.2.2.13445.91360; Swedish - http://dx.doi.org/10.13140/RG.2.2.10929.33126; Vietnamese - http://dx.doi.org/10.13140/RG.2.2.24351.10406; Polish - http://dx.doi.org/10.13140/RG.2.2.17407.15524 Sinhala - http://dx.doi.org/10.13140/RG.2.2.20762.59843 ; Using creativity for wellbeing has grown significantly over the years and is now becoming commonplace in many different contexts and settings, such as classrooms, workplaces, hospitals, hospices, community spaces, festivals, and even government. Evidence for the use of creative practices such as poetry, storytelling, or biographical writing to support recovery or promote personal development is long established and is growing, and demonstrates an incredible power and potential. Amidst this setting, and with the support of TS Eliot Foundation, The Old Possum's Practical Trust, and the University of Chester, this guidance was developed to support practitioners in delivering effective and safe practice.

This paper exposes the development of a written proposal in a 2nd year high school students in a rural school district Santa Terezinha in Itaporã-MS and a part of its results, to promote a reflection on new possibilities for work that contribute to close the gap between school written practices and extracurricular and their socio historical relations. We begin from the assumption that the writing is heterogeneously formed the linguistic facts do not separate the social practices (Corrêa, 2004). The proposal constituted the production of a Virtual Journal on Facebook, developed during the Portuguese classes. The analysis of news production and reporting, plus the comments made on the digital platform, enable linguistically show that there is no rigid boundary between writing practices of focused on writing culture and those of digital culture, as they suppose many educators. Furthermore, show that social networks in school can work as collaborators in a more efficient and meaningful writing instruction for all involved.

There is a growing interest in practice as a concept and as a focus of research in social work and within different sciences. This article examines different ways of producing knowledge in social work in relation to practice research. It is based on the research processes conducted in the institutes of practice research in social work in Finland and reflects on the different theoretical and methodological standpoints as well as illuminating the process of creating knowledge in practice research. Practice research calls for the development of concepts and approaches that allow transcendence of the division between theory and practice. The article argues the need for a supportive infrastructure and an open-ended approach to diverse practice research models.

Modelling represents a core method of investigation in the sciences. Relying on a number of case studies, I want to explore the main concepts that denote the practice of modeling in pure and applied sciences. I argue that these concepts could be seen as metaphors to reflect upon when exploring how the practices of modeling are characterised across different disciplines.

A autora, uma surda brasileira - usuária da Libras e especialista em escrita de língua de sinais pelo sistema SignWriting, convidada a participar de uma pesquisa sobre uma forma gráfica para a Língua de Sinais Francesa -escreve suas observações sobre o ensino bilíngüe para surdos na França.