An official function is either an event, such as a convention, that has an official purpose for one's employment, vocation or profession-whether run by a person, institution or governmental agency-or an official duty.
Attending events with official purposes is one of the duties of many persons in many organizations. Attending such events fall into categories of networking, protocol, information gathering, among others. Networking may involve an economic network, an entrepreneurial network, an old boy network, a social network, and a value network. Protocol deals with etiquette and other forms of intercultural competence that should be followed to show respect for those with whom one is networking. Information may be gained as a message, a pattern, or an input.
Attending events with official purposes helps one build an augmented social network, a community of practice, and a network of practice. Such attendance increases occupational competence and achievement.
Official duties are those performed to facilitate the achievement of one's assignments as an employee. They may include duties that are performed in a routine manner and duties whose performance demonstrates innovation and leadership. They may include duties that are commonly performed, and duties that must be performed because of new circumstances.
A community is a social unit with commonality such as norms, religion, values, customs, or identity. Communities may share a sense of place situated in a given geographical area or in virtual space through communication platforms. Durable relations that extend beyond immediate genealogical ties also define a sense of community, important to their identity, practice, and roles in social institutions such as family, home, work, government, society, or humanity at large. Although communities are usually small relative to personal social ties, "community" may also refer to large group affiliations such as national communities, international communities, and virtual communities.
In social psychology, self-assessment is the process of looking at oneself in order to assess aspects that are important to one's identity. It is one of the motives that drive self-evaluation, along with self-verification and self-enhancement. Sedikides (1993) suggests that the self-assessment motive will prompt people to seek information to confirm their uncertain self-concept rather than their certain self-concept and at the same time people use self-assessment to enhance their certainty of their own self-knowledge. However, the self-assessment motive could be seen as quite different from the other two self-evaluation motives. Unlike the other two motives, through self-assessment people are interested in the accuracy of their current self view, rather than improving their self-view. This makes self-assessment the only self-evaluative motive that may cause a person's self-esteem to be damaged.
In sociolinguistics, a variety, also called an isolect or lect, is a specific form of a language or language cluster. This may include languages, dialects, registers, styles, or other forms of language, as well as a standard variety. The use of the word "variety" to refer to the different forms avoids the use of the term language, which many people associate only with the standard language, and the term dialect, which is often associated with non-standard varieties thought of as less prestigious or "correct" than the standard. Linguists speak of both standard and non-standard (vernacular) varieties. "Lect" avoids the problem in ambiguous cases of deciding whether two varieties are distinct languages or dialects of a single language.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
In computer science, a software agent is a computer program that acts for a user or other program in a relationship of agency, which derives from the Latin agere : an agreement to act on one's behalf. Such "action on behalf of" implies the authority to decide which, if any, action is appropriate. Agents are colloquially known as bots, from robot. They may be embodied, as when execution is paired with a robot body, or as software such as a chatbot executing on a phone or other computing device. Software agents may be autonomous or work together with other agents or people. Software agents interacting with people may possess human-like qualities such as natural language understanding and speech, personality or embody humanoid form.
An online community of practice (OCoP), also known as a virtual community of practice (VCoP), is a community of practice (CoP) that is developed on, and is maintained using the Internet. To qualify as an OCoP, the characteristics of a community of practice (CoP) as described by Lave and Wenger must be met. To this end, an OCoP must include active members who are practitioners, or "experts," in the specific domain of interest. Members must participate in a process of collective learning within their domain. Additionally, social structures must be created within the community to assist in knowledge creation and sharing. Knowledge must be shared and meaning negotiated within an appropriate context. Community members must learn through both instruction-based learning and group discourse. Finally, multiple dimensions must facilitate the long-term management of support as well as enable immediate synchronous interactions.
Network of practice is a concept originated by John Seely Brown and Paul Duguid. This concept, related to the work on communities of practice by Jean Lave and Etienne Wenger, refers to the overall set of various types of informal, emergent social networks that facilitate information exchange between individuals with practice-related goals. In other words, networks of practice range from communities of practice where learning occurs to electronic networks of practice.
Étienne Charles Wenger is an educational theorist and practitioner, best known for his formulation of the theory of situated cognition and his more recent work in the field of communities of practice.
Legitimate peripheral participation (LPP) describes how newcomers become experienced members and eventually old timers of a community of practice or collaborative project. LPP identifies learning as a contextual social phenomenon, achieved through participation in a community practice. According to LPP, newcomers become members of a community initially by participating in simple and low-risk tasks that are nonetheless productive and necessary and further the goals of the community. Through peripheral activities, novices become acquainted with the tasks, vocabulary, and organizing principles of the community's practitioners.
An online learning community is a public or private destination on the Internet that addresses the learning needs of its members by facilitating peer-to-peer learning. Through social networking and computer-mediated communication, or the use of datagogies while people work as a community to achieve a shared learning objective. Learning objectives may be proposed by the community owner or may arise out of discussions between participants that reflect personal interests. In an online learning community, people share knowledge via textual discussion, audio, video, or other Internet-supported media. Blogs blend personal journaling with social networking to create environments with opportunities for reflection.
Jean Lave is a social anthropologist who theorizes learning as changing participation in on-going changing practice. Her lifework challenges conventional theories of learning and education.
Digital literacy refers to an individual's ability to find, evaluate, and compose clear information through writing and other media on various digital platforms. Digital literacy is evaluated by an individual's grammar, composition, typing skills and ability to produce text, images, audio and designs using technology. The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.” While digital literacy initially focused on digital skills and stand-alone computers, the advent of the internet and use of social media, has caused some of its focus to shift to mobile devices. Similar to other expanding definitions of literacy that recognize cultural and historical ways of making meaning, digital literacy does not replace traditional forms of literacy, and instead builds upon and expands the skills that form the foundation of traditional forms of literacy. Digital literacy should be considered to be a part of the path to knowledge.
A community of practice (CoP) is a group of people who "share a concern or a passion for something they do and learn how to do it better as they interact regularly". The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning. Wenger then significantly expanded on the concept in his 1998 book Communities of Practice.
Air Force Knowledge Now (AFKN) is a web-based collaborative environment developed by Triune Group for the U.S. Air Force (USAF). From 1999 to 2012, AFKN grew to more than 19,000 Communities of Practice (CoPs) and 400,000 members. In 2004, Air Force CIO John M. Gilligan designated AFKN the Air Force Center of Excellence for Knowledge Management, making it the USAF’s only certified and accredited enterprise-wide knowledge management program. By focusing on social, behavioral and cultural aspects of knowledge sharing, AFKN evolved beyond traditional knowledge management systems, which focused on capturing information through technology.
In sociology, a boundary object is information, such as specimens, field notes, and maps, used in different ways by different communities. Boundary objects are plastic, interpreted differently across communities but with enough immutable content to maintain integrity. The concept was introduced by Susan Leigh Star and James R. Griesemer in a 1989 publication (p. 393):
Boundary objects are objects which are both plastic enough to adapt to local needs and constraints of the several parties employing them, yet robust enough to maintain a common identity across sites. They are weakly structured in common use, and become strongly structured in individual-site use. They may be abstract or concrete. They have different meanings in different social worlds but their structure is common enough to more than one world to make them recognizable, a means of translation. The creation and management of boundary objects is key in developing and maintaining coherence across intersecting social worlds.
The Convention on the Rights of Persons with Disabilities is an international human rights treaty of the United Nations intended to protect the rights and dignity of persons with disabilities. Parties to the Convention are required to promote, protect, and ensure the full enjoyment of human rights by persons with disabilities and ensure that persons with disabilities enjoy full equality under the law. The Convention serves as a major catalyst in the global disability rights movement enabling a shift from viewing persons with disabilities as objects of charity, medical treatment and social protection towards viewing them as full and equal members of society, with human rights. The Convention was the first U.N. human rights treaty of the twenty-first century.
A psychiatric assessment, or psychological screening, is the process of gathering information about a person within a psychiatric service, with the purpose of making a diagnosis. The assessment is usually the first stage of a treatment process, but psychiatric assessments may also be used for various legal purposes. The assessment includes social and biographical information, direct observations, and data from specific psychological tests. It is typically carried out by a psychiatrist, but it can be a multi-disciplinary process involving nurses, psychologists, occupational therapist, social workers, and licensed professional counselors.
James Gee is a retired American researcher who has worked in psycholinguistics, discourse analysis, sociolinguistics, bilingual education, and literacy. Gee most recently held the position as the Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University, originally appointed there in the Mary Lou Fulton Institute and Graduate School of Education. Gee has previously been a faculty affiliate of the Games, Learning, and Society group at the University of Wisconsin–Madison and is a member of the National Academy of Education.
In the theory of community of practice, an interdisciplinary field between sociology of education and educational psychology, the notion of a duality is used to capture the idea of the tension between two opposing forces which become a driving force for change and creativity. Wenger uses the concept of dualities to examine the forces that create and sustain a community of practice. He describes a duality as "a single conceptual unit that is formed by two inseparable and mutually constitutive elements whose inherent tensions and complementarity give the concept richness and dynamism".
The civil liability of a recreational diver may include a duty of care to another diver during a dive. Breach of this duty that is a proximate cause of injury or loss to the other diver may lead to civil litigation for damages in compensation for the injury or loss suffered.
