Open Access. Powered by Scholars. Published by Universities.®

Digital Commons Network™

Open Access. Powered by Scholars. Published by Universities.®

Discipline
Institution
Keyword
Publication Year
Publication
Publication Type
File Type

Articles 33811 - 33840 of 935239

Full-Text Articles in Entire DC Network

Fostering Circular Competencies In Design: From Uncertainty To Agency, Snorre Näsman, Lotte Nerup, Ditte Bangsund, Rasmus Simonsen, Eva Brandt Sep 2025

Fostering Circular Competencies In Design: From Uncertainty To Agency, Snorre Näsman, Lotte Nerup, Ditte Bangsund, Rasmus Simonsen, Eva Brandt

Learn X Design Conference Series

This paper examines the concept of Intertwinia as a representation of new possibilities and futures in sustainable design, juxtaposing it against the often-misused term of sustainability in the corporate world. Our investigation draws upon Tony Fry’s notion of “sustain-ability” to challenge traditional discourses on sustainability, advocating for a new paradigm that recognises the finite nature of resources and the significance of ethical design interventions. We focus on the pivotal role of design educators in equipping students with the necessary capabilities to affect change in a circular economy. By highlighting the importance of incorporating a circular mindset within design education, we …

Go to article

Is Industrial Design Education Prepared For Industry 4.0?, Christoph Koch, Blair Kuys, Gianni Renda Sep 2025

Is Industrial Design Education Prepared For Industry 4.0?, Christoph Koch, Blair Kuys, Gianni Renda

Learn X Design Conference Series

This article explores the current state of industrial design in relation to future manufacturing technologies and paradigms. To date, no empirical research has been conducted that specifically examines the role of practising industrial designers in relation to their understanding and preparedness for technologies and systems as part of the next manufacturing revolution—Industry 4.0. As industrial design historically emerged in response to mass production, its continued relevance depends on how the profession evolves alongside technological transformation. We argue that changes in current production influence the development of the design profession and therefore its education. Although new technologies and systems are being …

Go to article

Positioning Roles Of Ai Representations In Creative Conversation, Lisha Ren, Zhiwen Deng Sep 2025

Positioning Roles Of Ai Representations In Creative Conversation, Lisha Ren, Zhiwen Deng

Learn X Design Conference Series

In design practice and education, emerging representations and tools, such as artificial intelligence (AI), are challenging the dominance of sketches as the primary creative medium. However, the role of these new representations in design disciplines and education remains ambiguous. To address this ambiguity, this paper proposes a "creative process as conversation" framework to understand representations and tools within the creative process. This framework decouples representational mediums from creative acts driven by subjective intent and knowledge source, revealing the cognitive functions of representations in ideation.. The conversational perspective clarifies AI's advantages: generating inspiring representations, accessing expansive knowledge resources, and integrating different …

Go to article

Stories And Shaping: How Narrative Methods Enhance Decentralized Studio Learning, Andreas Lanig Sep 2025

Stories And Shaping: How Narrative Methods Enhance Decentralized Studio Learning, Andreas Lanig

Learn X Design Conference Series

The author investigates how digital and hybrid design studios reconceptualise distance learning from a decentralised perspective. To achieve this, ten narrative interviews were conducted with students and graduates of DIPLOMA University of Applied Sciences during the winter semester of 2024/25. These interviews were then triangulated with visual artefacts, such as sketches and development diaries. Through thematic and interpretative analysis, the author identifies three core dimensions of transformation (professional, personal/interdisciplinary, and epistemic exchange) and delineates a three-stage hierarchy of reflective learning comprising self-observation, dialogue with peers and tutors, and collective narrative construction. Based on these findings, the author has developed a …

Go to article

Design Pedagogies To Engage Students In Design For Persons With Dementia Through A Multidisciplinary Collaborative Approach, Cláudia Lima Sep 2025

Design Pedagogies To Engage Students In Design For Persons With Dementia Through A Multidisciplinary Collaborative Approach, Cláudia Lima

Learn X Design Conference Series

This paper addresses design pedagogies in a Portuguese university aimed at educating and engaging undergraduate students in design practices that meet emerging societal challenges related to health and wellbeing. It explores contributions of design in dementia contexts through a multidisciplinary approach involving students and faculty, health professionals and persons with dementia. The students were assigned to design sensory and cognitive stimulation artefacts for persons with dementia who attend the “Memória de Mim” Day Centre, a service run by the Alzheimer Portugal association. A fundamental premise was to draw on the biographical and cultural features as well as the life stories …

Go to article

Connectedness In Design Learning Experience – A Qualitative Study Using Nvivo Analysis, Christy Gogu Sep 2025

Connectedness In Design Learning Experience – A Qualitative Study Using Nvivo Analysis, Christy Gogu

Learn X Design Conference Series

Design being a collaborative field, often requires designers to engage with people from multi-disciplinary backgrounds to bring a concept from sketch to product or service. Social connectedness has been reported to help in this collaboration within and between teams. A design learning environment that promotes perceived social connectedness can aid future designers to cultivate greater collaboration and empathy that is essential for a user-centred approach to designing. This research was conducted to study the role of social connectedness in learning experience from the design educators’, students’ as well as practicing designers’ perspectives. Qualitative data collection was done with 35 semi-structured …

Go to article

Design Futures Pedagogy: Does The Type Of Exercise, Year Of Study, Order, And Number Of Exercises Matter?, Peter Scupelli, Paulo Carvalho Sep 2025

Design Futures Pedagogy: Does The Type Of Exercise, Year Of Study, Order, And Number Of Exercises Matter?, Peter Scupelli, Paulo Carvalho

Learn X Design Conference Series

Teaching design for long-term, societal-level sustainability requires design students to learn new design methods that combine Futures Thinking with Design Thinking. This paper explores three questions: (a) how to teach Futures Thinking methods; (b) when to incorporate Futures Thinking into the undergraduate curriculum; and (c) how many exercises to assign to teach a futures method. In this paper, we focus on the Futures Thinking method called Causal Layered Analysis (CLA). Previous research has shown that a “Studio Project CLA” exercise is three times more effective than a “Personal Futures CLA” in helping students apply CLA to their design work. In …

Go to article

Intertwining Briefs: Reflecting On The Craft Of Design Studio Briefs, Ricardo Sosa, Enya Moore, Jody Watts, Nina Hansopaheluwakan, Rodrigo Hernandez Ramirez, Yaron Meron Sep 2025

Intertwining Briefs: Reflecting On The Craft Of Design Studio Briefs, Ricardo Sosa, Enya Moore, Jody Watts, Nina Hansopaheluwakan, Rodrigo Hernandez Ramirez, Yaron Meron

Learn X Design Conference Series

Design briefs are widely used in professional practice and design education, serving as key means for communication and learning. This paper explores the functions of design briefs in educational settings, drawing on the collective insights of experienced design educators. Through a series of case studies and collaborative reflections, the paper identifies five key themes: briefing as a relational process, the agency of learners, skills or practice, positionality and values, and briefs for scaffolding. The study also critically examines the potential of generative AI tools for effective brief development, demonstrating their applicability through a hands-on exercise. The findings underscore the need …

Go to article

Student-Led Explorations In Speculative Design Using Generative Ai, Haider Akmal, Eduardo Benítez Sandoval, June Kim Sep 2025

Student-Led Explorations In Speculative Design Using Generative Ai, Haider Akmal, Eduardo Benítez Sandoval, June Kim

Learn X Design Conference Series

In this paper a perspective of using generative AI software such as ChatGPT is presented from a student-led approach for exploratory speculative design. Observed within an undergraduate advanced Interaction Design course, we identify key approaches and presumptions going into this study and student feedback of using generative AI as a design tool within coursework. Observing 8 student groups we categorise three observed approaches taken by students with exploring the use of AI within design practice. In the process we shed light on the usage of AI within education and an empirical study of student experiences. The aim of the study …

Go to article

Learning Memories Unlocked: Capturing Design Graduates’ Reflections Through Evocative Objects, Miray Hamarat Dundar, Koray Gelmez Sep 2025

Learning Memories Unlocked: Capturing Design Graduates’ Reflections Through Evocative Objects, Miray Hamarat Dundar, Koray Gelmez

Learn X Design Conference Series

Memories and evocative objects play a significant role in establishing enduring connections with past experiences. They serve as powerful reminders of our personal histories, enabling us to revisit crucial moments and maintain a lasting bond with our past. From this perspective, this study aims to provide reflections on the learning memories of industrial design graduates. Specifically, the research question addressed in this paper is: How do industrial design graduates recall and articulate their memories about their university education? To investigate this question, a warm-up and reflective session were conducted with a group of industrial design graduates, who were former classmates. …

Go to article

Now We Know: Findings From A Critical Pedagogy Experiment On The Nature Of Codesign Knowledge, Azadeh Jalali, Lucia Londoño Davalos, Frederick Van Amstel Sep 2025

Now We Know: Findings From A Critical Pedagogy Experiment On The Nature Of Codesign Knowledge, Azadeh Jalali, Lucia Londoño Davalos, Frederick Van Amstel

Learn X Design Conference Series

When learning codesign, design students often find themselves in the anxious position of not knowing whether they know codesign. Codesign' emphasis on shared knowledge and facilitation stands in contrast to the individual knowledge and mastery cultivated by expert design, with which students are more familiar. Critical pedagogy, an emergent approach in design education that emphasizes developing critical consciousness of the contradictions behind design, is a promising candidate for learning the shared nature of codesign knowledge. To verify this possibility, this research conducted a critical pedagogy experiment with graduate design students in the United States supported by the Blind Side gamestorming …

Go to article

Designing The World Precedes Designing The Word: The Paulo Freire Method Applied To Typography Education, Hiền L.D. Phan, Azadeh Jalali, Frederick M. C. Van Amstel Sep 2025

Designing The World Precedes Designing The Word: The Paulo Freire Method Applied To Typography Education, Hiền L.D. Phan, Azadeh Jalali, Frederick M. C. Van Amstel

Learn X Design Conference Series

This paper describes a critical pedagogy design experiment in typography education in a public university in the United States of America. Inspired by Paulo Freire’s claim that reading the world precedes reading the word, typography was reframed in this experiment as a designing of the world through designing the word. To design words this way, graphic design students need first to re-read the designs of their worlds, have something to say about that, and then critically embed their (designed) word into their (designed) world. This experiment builds upon the critical design pedagogy program set forth by the Design & Oppression …

Go to article

Neodesign: The Loss Of Craft, Imagination And A Playful Attitude, Rodrigo Hernández Ramírez, Yaron Meron Sep 2025

Neodesign: The Loss Of Craft, Imagination And A Playful Attitude, Rodrigo Hernández Ramírez, Yaron Meron

Learn X Design Conference Series

Since around the turn of the millennium, a “New Design” ethos gradually emerged. It is a reformulation of design entrenched enough to warrant a term of its own: Neodesign. Repackaged as a procedural, risk-averse, sandboxed version of the design process, aimed especially at non-designers, Neodesign has nevertheless come to be seen as the measure against which design practice is measured outside of design practice. In this paper, we argue that craft, imagination, and playfulness are crucial aspects of what makes design design and, arguably, one of the reasons why the discipline has been well-received in business circles. We further explore …

Go to article

Applying Intersectional Theory In Design As A Practice Of Raising Awareness In Design Education, Federica Caruso, Venanzio Arquilla Sep 2025

Applying Intersectional Theory In Design As A Practice Of Raising Awareness In Design Education, Federica Caruso, Venanzio Arquilla

Learn X Design Conference Series

This paper examines the integration of intersectionality theory into design education to foster critical awareness. Intersectionality, which acknowledges the interconnectedness of multiple identities and systemic oppressions, challenges traditional design paradigms that often perpetuate biases and exclusion. This research aims to prioritise inclusive design, focusing on its integration into meta-design. In this context, "meta-design" indicates a methodological approach to reframing design briefs (problem-framing). Research on problem-framing, which directly influences decision-making, often incorporates biases that lead to superficial efforts to address inclusivity. It is imperative to address awareness, power dynamics and prejudices at the beginning of the design process to mitigate them. …

Go to article

Designing Playful Education: A Game Changing Matrix To Rule ‘Em All, Letizia Vaccarella, Giulia Teverini, Annamaria Recupero Sep 2025

Designing Playful Education: A Game Changing Matrix To Rule ‘Em All, Letizia Vaccarella, Giulia Teverini, Annamaria Recupero

Learn X Design Conference Series

Games have transcended their role as mere entertainment tools evolving into powerful mediums for driving meaningful change. Whether addressing environmental sustainability, health promotion, or educational engagement, these games for change hold immense transformative potential. But the successful design of this type of games requires consideration of several aspects (context, objectives, participants, game elements), and there are no structured methods available yet to support this process. To fill this gap, this paper introduces the Game Changing Matrix, a novel methodology developed to support the design of games aimed at meaningful transformation. Building on the frameworks of the MDA (Mechanics, Dynamics, and …

Go to article

Learning From The David Collection, Else Skjold Sep 2025

Learning From The David Collection, Else Skjold

Learn X Design Conference Series

This paper elaborates on a 2nd semester project at the MA [x] in Fashion and Textiles, that is conducted in collaboration with the David Collection Museum in Copenhagen. It will showcase three student projects and how the students individually work with various implications of cultural heritage and cultural appropriation in design. As the MA is born out of the user-led, situated and contextual principles of so-called wardrobe research, it will be highlighted how this lens can help offer pathways for engaging with museum objects that hold deep levels of cultural heritage. Especially, how ‘learning with history’ with a student mix …

Go to article

How To Sketch Things With Words?, Suleyman Enes Himaki, Ozge Merzali Celikoglu, Elif Sen Himaki Sep 2025

How To Sketch Things With Words?, Suleyman Enes Himaki, Ozge Merzali Celikoglu, Elif Sen Himaki

Learn X Design Conference Series

This study investigates the relationship between verbal and visual modes of thinking among novice design students, focusing on their mutual influences and exchanges. Conducted within an undergraduate course, Design Communication II, the study engaged eleven students in a series of exercises and workshops over a fourteen-week period designed to facilitate transitions between verbal and visual thinking. The research aimed to explore the effects of incorporating verbal exercises into a drawing course, understand how students respond to a curriculum that equally emphasizes verbal and visual activities, and assess the impact of verbal discussions on visual communication methods. Using participant observation as …

Go to article

Everyday Interactions With The Tecnosphere: A Critical Educational Path, Annapaola Vacanti, Alessandro Lodovini Sep 2025

Everyday Interactions With The Tecnosphere: A Critical Educational Path, Annapaola Vacanti, Alessandro Lodovini

Learn X Design Conference Series

Contemporary design risks becoming irrelevant or complicit in a technocratic agenda that prioritizes evidence over values unless future designers are trained to critically understand technology and its impacts on social, economic, political, environmental, and psychological structures. What role does design play in this process? What stance will tomorrow’s designer embrace? These questions form the backbone of the Theories and History of Design course at Università Iuav di Venezia, which focused on the transformation of everyday actions mediated by technology. At the sociological level, two perspectives collide: a critical approach that acknowledges risks to individual freedoms and a techno-optimist view that …

Go to article

Permaculture Of Game Development Education: The Intertwined Nature Of Games Research And Game Design Practice, Asli Tece Bayrak, Sofia Piven Sep 2025

Permaculture Of Game Development Education: The Intertwined Nature Of Games Research And Game Design Practice, Asli Tece Bayrak, Sofia Piven

Learn X Design Conference Series

Game development is an interdisciplinary collaborative process which involves programming, art, and design expertise. A game development education, therefore, builds upon the already unique challenges of learning game programming and game art, while acknowledging that successful video game development relies on designing and producing compelling player experiences. Given this complexity, to date there is not a standardized approach to building game development curriculum. Recent curriculum overviews reflect a large degree of variation in foci - technical degrees focusing on courses such as mathematics, physics, programming, graphics or art degrees focusing on courses such as 2D or 3D art, animation, world …

Go to article

Futuring Design Education Better: Practice, Experience, And Context, Andrew Whitcomb Sep 2025

Futuring Design Education Better: Practice, Experience, And Context, Andrew Whitcomb

Learn X Design Conference Series

Design education has a responsibility to continuously reconsider its purpose toward students and society. Yet, despite ongoing discussions about what futures for design education should contain, we have little scholarship on how futuring happens in the present. Without addressing the context of sociotechnical institutions, we run the risk of developing design education futures that perpetuate unsustainable ways of knowing, being, and making. This paper aims to enrich conversations about design education futures by accounting for and critically reflecting on the experience of practicing as a design educator-researcher in a large public research university in the United States. Drawing inspiration from …

Go to article

Understanding & Application Of Rigor In Qualitative Design Research, Andrew Russell, Zach Pino Sep 2025

Understanding & Application Of Rigor In Qualitative Design Research, Andrew Russell, Zach Pino

Learn X Design Conference Series

A lack of rigor is an existential issue for the field of qualitative design research. Rigor is essential to research of any kind being seen as reputable, but a dearth of applied means creates less-than-rigorous research. There is increased risk when acting upon less-than-rigorous research. Qualitative design researchers are quick to speak of the importance of rigor in their field, but the literature shows few speak to its application when designing its methodology. This study aims to understand how rigor is defined and applied in qualitative design research. We conducted a controlled study, consisting of an interview and survey, with …

Go to article

Design Literacies & Futures Literacies: Pedagogies For Diverse Futures, Manuhuia Barcham, Gillian Russell, Criag Badke, Tyler Fox Sep 2025

Design Literacies & Futures Literacies: Pedagogies For Diverse Futures, Manuhuia Barcham, Gillian Russell, Criag Badke, Tyler Fox

Learn X Design Conference Series

Design pedagogy is futural. Our field of practice is to create design leaders of the future. In the context of uncertain futures an exploration of design literacies and futures literacies is a means of preparing our students for what is to come. Framed as a skill that uses collective intelligence, imagination and experimentation to think about the future in innovative ways, futures literacies and, so too design literacies, are about building people’s capacities to make sense of complex situations, while crafting ways to act that are more consistent with the type of futures we want. But how is this to …

Go to article

Open Systems, Shared Practices: A Case Study For Postdisciplinary Design Education, Johannes Pointner, Albert Lang, Marc Pfaff Sep 2025

Open Systems, Shared Practices: A Case Study For Postdisciplinary Design Education, Johannes Pointner, Albert Lang, Marc Pfaff

Learn X Design Conference Series

The M.A. Design & Computation program exemplifies the establishment of interactive learning frameworks that prioritize self-directed and collaborative approaches to knowledge production. Developed as a joint initiative by the Berlin University of the Arts and the Technical University of Berlin, the program integrates participatory design methodologies, iterative processes, and decentralized structures to address the complexities of contemporary challenges. Through key components, such as teaching, its spatial design, and its extended institutional framing, the program creates a dynamic environment where students engage in postdisciplinary collaboration and critically reflect on emerging technologies and societal issues. This paper explores how these interactive frameworks …

Go to article

Exploring The Role Of Design To Support Interdisciplinary Research In Higher Education Institutions, Rute Harada, Nina Costa, Johannes Goessling Sep 2025

Exploring The Role Of Design To Support Interdisciplinary Research In Higher Education Institutions, Rute Harada, Nina Costa, Johannes Goessling

Learn X Design Conference Series

This paper explores how design approaches can enhance interdisciplinary research in Higher Education Institutions (HEIs). Through a review of fourteen recent articles (2019-2024), we analyze challenges, institutional barriers, and existing methods for measuring interdisciplinary research. Our findings reveal that while interdisciplinary research has advanced significantly, it continues to face substantial challenges across cognitive, emotional, and institutional dimensions. The analysis suggests three key areas where design can contribute: fostering collaborative research cultures, developing integrated research methods, and enhancing cross-disciplinary communication. This research identifies critical gaps in current understanding and proposes directions for future investigation, including developing systematic measurement methods and conducting …

Go to article

Bridging Academia And Industry Through Service Design: The Proposal Of Edu.Co Platform, Miray Hamarat Dundar, Şeyda Şenay Elmas, Beste Tanrıverdi Köse Sep 2025

Bridging Academia And Industry Through Service Design: The Proposal Of Edu.Co Platform, Miray Hamarat Dundar, Şeyda Şenay Elmas, Beste Tanrıverdi Köse

Learn X Design Conference Series

This paper explores the application of service design methods and tools to develop edu.co, a proposed digital platform aimed at enhancing interaction and collaboration between academia and industry. Addressing the growing need for sustainable academic-industry networks, this study integrates a comprehensive literature review on recommendation systems, academic social networking, and multi-stakeholder collaboration, employing qualitative research methods. The study involved semi-structured interviews with 12 participants from arts and design fields, a co-design process with six participants, followed by thematic analysis. Findings reveal key challenges such as miscommunication, difficulties in identifying the right collaborators, and time management barriers. The co-design approach was …

Go to article

In Terms Of Ethics, How Might Ux Design Education Explore Mph In Health Policy Curricula, Guy-Serge Emmanuel Sep 2025

In Terms Of Ethics, How Might Ux Design Education Explore Mph In Health Policy Curricula, Guy-Serge Emmanuel

Learn X Design Conference Series

In the fast landscape of technology and design, UX designers hold a crucial role in molding how users interact with digital products. While one of the primary goals of UX design is to enhance user satisfaction. It is also imperative we must create products for all users. It's increasingly important for UX designers to consider the ethical implications of the design decisions they make. Unfortunately, consideration towards creating a product that everyone can use is lacking. For decades, the healthcare sector was known its unethical behavior. One can look at the Tuskegee experiment, a medical study conducted by the U.S …

Go to article

Framework For Ethical Worldbuilding With Solidarity-Driven Co-Design, Laura Cechanowicz, Steven Zuiker, Michelle Jordan, Ed Finn, Ruth Wylie Sep 2025

Framework For Ethical Worldbuilding With Solidarity-Driven Co-Design, Laura Cechanowicz, Steven Zuiker, Michelle Jordan, Ed Finn, Ruth Wylie

Learn X Design Conference Series

Diversity is a fundamental resource in co-design processes; however, centering wide-ranging participants around a design rather than individual, disciplinary, or other forms of expertise can be challenging. Expanding the scope of design to include the entanglements of temporality and community amplifies these challenges. Addressing these challenges requires a reconfiguration of the fundamental relationships between designers, researchers, research participants, collaborators, and the land and place where research and design outcomes occur, including a deeper form of engagement with communities. Despite the substantial groundwork existing approaches have developed, emerging efforts challenge us to conceptualize an ethical approach for recognizing, working with, and …

Go to article

Design, Technology, And Cities: Integrating Design Education Into An Undergraduate Degree In Urban Technology, Matthew Wizinsky, Bryan Boyer Sep 2025

Design, Technology, And Cities: Integrating Design Education Into An Undergraduate Degree In Urban Technology, Matthew Wizinsky, Bryan Boyer

Learn X Design Conference Series

What role might design education play in preparing urban change-makers in the 21st century? In 2021, the University of Michigan Taubman College of Architecture & Urban Planning launched the first undergraduate program in the United States focused on Urban Technology. This statement of pedagogy describes how the Bachelor of Science in Urban Technology integrates design methods and coursework into a curriculum addressing the intersection of digital technology, urbanism, and city change-making. The program responds to the limited integration of service and interaction design in fields such as urban planning and architecture despite the growing need to design for human outcomes …

Go to article

Algorithmic-Narrative Machine. Micro-History Of A Dialogic-Constructionist Design Lab, Francesco Monterosso Sep 2025

Algorithmic-Narrative Machine. Micro-History Of A Dialogic-Constructionist Design Lab, Francesco Monterosso

Learn X Design Conference Series

This contribution explores the interplay between design culture and constructionist pedagogy, highlighting how practices based on making, tinkering, and learning by doing can foster creative, collaborative, reflective, and critical learning in increasingly interconnected educational contexts. Following in the footsteps of the work and research carried out by Papert, Stager, and other scholars, it emphasizes the necessity of an inclusive, transdisciplinary approach in line with the challenges posed by the future of design education. After a brief theoretical overview—citing “designerly ways of knowing” and underscoring the importance of a dialogic, project-based epistemology—the paper presents an educational-design experience developed within the Inter/Abit/Azione …

Go to article

From Interviews With Practitioners To Distributed Design Knowledge, Ladislava Zbiejczuk Suchá, Roman Sellner Novotný Sep 2025

From Interviews With Practitioners To Distributed Design Knowledge, Ladislava Zbiejczuk Suchá, Roman Sellner Novotný

Learn X Design Conference Series

Design education faces ongoing challenges in bridging the gap between theory and practice. This paper explores how practitioner voices can serve as a critical educational resource by fostering distributed and experiential learning. Using a collection of interviews conducted by students of the Information Services Design program at Masaryk University and published on Medium, this study illustrates how engaging with real-world design narratives can promote reflexivity, critical thinking, and ethical awareness in future designers. By integrating practitioner insights, students move beyond learning static epistemologies and methods toward developing adaptive approaches to complex challenges. This paper presents a model for incorporating practitioner …

Go to article

First Prev Next Last