title: Teaching sustainability in design: assessing the usability of the design for amelioration tool

authors: Lubis, Pierre Yohanes

abstract: Purpose
This study aims to evaluate the usability and effectiveness of the Design for Amelioration (DfA) tool in an educational setting, examining its reception among industrial design students, its impact on the design process and areas for potential improvement.

Design/methodology/approach
A cohort of second- and third-year industrial design students applied the DfA tool in their studio projects over a 12-week period, using its structured framework to guide their decision-making. By incorporating people, planet and profit, the tool encouraged students to balance social responsibility, environmental impact and economic viability in their designs. After project completion, focus group discussions were conducted to gather insights into students’ experiences.

Findings
The findings indicate that the DfA tool was well-received, with students finding it accessible and beneficial in structuring their design process around sustainability. They appreciated its ability to promote holistic thinking across the three sustainability pillars, though they suggested refinements such as greater flexibility between stages and optional weightings for each pillar.

Originality/value
This study underscores the importance of structured sustainability tools in design education and provides insights into how tools like the DfA can be refined to enhance pedagogical impact. The findings contribute to sustainable design education discourse and highlight the role of usability-focused tools in shaping future design practices.

text: Teaching sustainability in design: assessing the usability of the design for amelioration tool Purpose
This study aims to evaluate the usability and effectiveness of the Design for Amelioration (DfA) tool in an educational setting, examining its reception among industrial design students, its impact on the design process and areas for potential improvement.

Design/methodology/approach
A cohort of second- and third-year industrial design students applied the DfA tool in their studio projects over a 12-week period, using its structured framework to guide their decision-making. By incorporating people, planet and profit, the tool encouraged students to balance social responsibility, environmental impact and economic viability in their designs. After project completion, focus group discussions were conducted to gather insights into students’ experiences.

Findings
The findings indicate that the DfA tool was well-received, with students finding it accessible and beneficial in structuring their design process around sustainability. They appreciated its ability to promote holistic thinking across the three sustainability pillars, though they suggested refinements such as greater flexibility between stages and optional weightings for each pillar.

Originality/value
This study underscores the importance of structured sustainability tools in design education and provides insights into how tools like the DfA can be refined to enhance pedagogical impact. The findings contribute to sustainable design education discourse and highlight the role of usability-focused tools in shaping future design practices.

year: 2025

title: The antibacterial activity of honey: 2. Variation in the potency of the antibacterial activity

authors: Molan, Peter C.

subjects: biology

abstract: Honey is gaining acceptance by the medical profession for use as an antibacterial agent for the treatment of ulcers and bed sores, and other surface infections resulting from burns and wounds. In many cases it is being used with success on infections not responding to standard antibiotic and antiseptic therapy. Its effectiveness in rapidly clearing up infection and promoting healing is not surprising in light of the large number of research findings on its antibacterial activity, covered in Part 1 of this review.

text: The antibacterial activity of honey: 2. Variation in the potency of the antibacterial activity Honey is gaining acceptance by the medical profession for use as an antibacterial agent for the treatment of ulcers and bed sores, and other surface infections resulting from burns and wounds. In many cases it is being used with success on infections not responding to standard antibiotic and antiseptic therapy. Its effectiveness in rapidly clearing up infection and promoting healing is not surprising in light of the large number of research findings on its antibacterial activity, covered in Part 1 of this review.

year: 1992

title: Editorial

authors: Clarkin-Phillips, Jeanette

abstract: As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

text: Editorial As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

year: 2019