Relevant bibliographies by topics / Dis engagement

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Dis engagement'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Dis engagement"

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MA, LIN. "HEIDEGGER'S (DIS)ENGAGEMENT WITH ASIAN LANGUAGES." Journal of Chinese Philosophy 35, no. 2 (June 2008): 319–37. http://dx.doi.org/10.1111/j.1540-6253.2008.00480.x.

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Ma, Lin. "Heidegger’s (Dis)Engagement with Asian Languages." Journal of Chinese Philosophy 35, no. 2 (February 19, 2008): 319–37. http://dx.doi.org/10.1163/15406253-03502009.

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Webb, Darren. "Critical Pedagogy, Utopia and Political (Dis)engagement." Power and Education 5, no. 3 (September 2013): 280–90. http://dx.doi.org/10.2304/power.2013.5.3.280.

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Ronksley-Pavia, Michelle, and Michelle M. Neumann. "Conceptualising Gifted Student (Dis) Engagement through the Lens of Learner (Re) Engagement." Education Sciences 10, no. 10 (October 10, 2020): 274. http://dx.doi.org/10.3390/educsci10100274.

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It is well-recognised that disengagement is a growing problem in schools across the globe. Furthermore, statistics show that nearly 60% of all gifted students are not actualising their potential, exposing the loss of potential for both the individual and society. While disengagement and underachievement are complex issues with no one root cause, it is well-established that when students are actively engaged in their learning, they learn more effectively. Talent actualisation is not guaranteed just because a student is gifted. As such there is heightened concern about student (dis)engagement, where there is a failure to adequately support (re)engagement so that gifted potential can develop into talent actualisation, which is evidenced through mastery. This conceptual article provides a new lens through which to explore (re)engagement opportunities for gifted students by conceptualising the interrelationship between three interconnected constructs: (1) four engagement dimensions (behavioural, affective, social, and cognitive); (2) Neihart and Betts’ six profiles of the gifted; and (3) appropriate pedagogical approaches aimed at (re)engagement. The authors’ focus on proposing new conceptualisations of these three interdependent constructs through a framework titled the (Re) Engagement Nexus Model. This model is intended as a starting point for future research in personalising (re)engagement opportunities for gifted learners and preventing underachievement and disengagement before it becomes entrenched.
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Asuri, Sirisha, Jingliang Yan, Nivanka C. Paranavitana, and Lawrence A. Quilliam. "E-cadherin dis-engagement activates the Rap1 GTPase." Journal of Cellular Biochemistry 105, no. 4 (November 1, 2008): 1027–37. http://dx.doi.org/10.1002/jcb.21902.

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Sehin, Oleksandra, Joellen Coryell, and Trae Stewart. "Engendering Hope: Women’s (Dis)engagement in Change in Afghanistan." Adult Learning 28, no. 3 (November 20, 2016): 91–98. http://dx.doi.org/10.1177/1045159516679357.

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Afghan women’s human rights are a crucial concern for the international community and the government in Afghanistan. Framed by hope theory, this study captured Afghan women’s understandings of recent realities, particularly those focused on expanding women’s roles in Afghan life and community. Based on focus groups with 107 women conducted in 10 different locations, findings reveal that many Afghan females are conditioned into self-perceptions that may undermine their capacity to believe they are worthy of human rights, education, and freedom from oppression. A discussion on agency, pathways, sociocultural influences, and education for hope in Afghan women’s future is presented.
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Strohmeier, Dagmar, Martyn Barrett, Carmen Bora, Simona C. S. Caravita, Elisa Donghi, Edmond Dragoti, Chris Fife-Schaw, et al. "Young People’s Engagement With the European Union." Zeitschrift für Psychologie 225, no. 4 (December 2017): 313–23. http://dx.doi.org/10.1027/2151-2604/a000314.

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Abstract. This study investigated whether demographic variables, efficacy beliefs, visions, and worries are associated with four different forms of (dis)engagement with the European Union (EU): intended voting in the 2019 EU elections, nonconventional political engagement, psychological engagement, and the wish that one’s own country should leave the EU. The sample comprised 3,764 young people aged 16–25 years living in seven European countries: Albania, Austria, Germany, Italy, Romania, Spain, and the UK. Economic challenges, human rights, and the environment were the most important future visions; unemployment and poverty, climate change, civil unrests, and collapse of the EU were the most important future worries. The four forms of (dis)engagement with the EU were differentially associated with predictors, although internal efficacy and future vision of economic challenges predicted all forms. Implications for future EU policy are discussed.
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Dahik, Ana. "Cross-Sector Partnerships for Sustainable Development: Understanding Community (dis)Engagement." Academy of Management Proceedings 2020, no. 1 (August 2020): 18298. http://dx.doi.org/10.5465/ambpp.2020.63.

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Skogstad, Grace. "Canadian Federalism, Internationalization and Quebec Agriculture: Dis-Engagement, Re-Integration?" Canadian Public Policy / Analyse de Politiques 24, no. 1 (March 1998): 27. http://dx.doi.org/10.2307/3551728.

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Spack, R. "Dis/engagement: Zitkala-Sa's Letters to Carols Montezuma, 1901 1902." MELUS: Multi-Ethnic Literature of the United States 26, no. 1 (March 1, 2001): 173–204. http://dx.doi.org/10.2307/3185502.

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Dissertations / Theses on the topic "Dis engagement"

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Stigter, Marc. "(DIS) engagement : critical drivers and outcomes as perceived by employees." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587532.

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This research explores - in depth - critical drivers and outcomes of engagement as perceived by individual employees in Australia. This research also looks at employee engagement from a reverse perspective by exploring critical drivers and outcomes of disengagement. In addition, the impact of psychological contract violation on employees' disengagement is explored. The theoretical framework subsequently includes employee engagement (from academic and practice perspectives) and psychological contract violation. The objective of this sociological study is to advance our understanding of the (dis) engagement phenomenon as a process including critical drivers and outcomes as generically perceived by individual employees. As part of the empirical inquiry investigating the (dis) engagement phenomenon within its real-life context, this study has involved researching 131 participants across three Australian case studies through face-to-face interviewing (82 participants) and focus groups interviewing (49 participants). Acknowledging this study's sociological inquiry at the micro-level of organisation, it does consider the perceptions of participants to be potentially representative of the larger scale macro- levels of social organisation. The first main finding suggests that critically perceived drivers of engagement are recognition and flexible working. The second main finding suggests that psychological contract violation can be a critical driver of disengagement. The final main finding suggests that potential (toxic) outcomes of disengagement can be counterproductive behaviours at work exemplified through bullying, fraud, lying, breaches of confidentiality, and non-compliance of organisational rules and processes
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Hill, Joanne L. "Young people negotiating embodied subjectivities through (dis)engagement in physical education." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/11725.

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The purpose of this study was to engage with a group of students from a diverse school environment about how they construct value or status in their own and others bodies in physical education (PE) and sport. This study was premised on the notion that young people s constructions of bodies that have value affect both their sense of self and their (dis)engagement with physical activity in and out of school. Sport, physical activity and education are not value-free in their purpose or practices, and constitute arenas in which young people learn about what those values are and how they apply to their own bodies. Learning more about how young people make embodied decisions to engage in physical activity can aid in understanding how best to create inclusive, positive experiences within PE and youth sport. The feminist / poststructuralist theoretical framework that this research draws upon focuses attention on the constructions of embodied subjectivities through an individual s subject positions amongst multiple discourses. These discourses are (re)produced but shift as individuals take up and negotiate positions through the multiple narratives available to them. By linking these notions to that of physical capital, this study explores how individuals practices affect how they might be seen as valued. This study pays particular attention to gendered and racialised constructions of bodies in PE and sport, as literature identifies concerns about equity in participation and representation. Data were generated over one school year with a cohort of students in Year 9 of an ethnically diverse secondary school in the East Midlands, UK. Fourteen boys and eleven girls volunteered to take part in a collaborative visual ethnographic project consisting of a fortnight s photo diary and the sharing of participant-produced images in group interviews. Taped group interviews, participants photographs, field notes from observations of the participants PE lessons and researcher s photographs of the school notice boards were collated and analysed using a combination of thematic, discourse and content analyses. Findings indicated that the participants constructed as valued bodies those that are good at PE : meaning competency, strength and a desire and ability to win. Alongside this, students also valued fit, not fat bodies, and the display of effort or trying one s best. These constructions were often tied to their potential to perform convincingly. The students took up positions in relation to these notions of status, sometimes investing in practices that would develop their bodies in these ways. Participants fluid subjectivities as they negotiated different activities, physical cultures, and assumptions about gendered and racialised bodies affected their choices not just whether to engage but in what ways they would engage in physical activity.
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Natanel, Katherine Louise. "Active (dis)engagement : the gendered production of political apathy in Israel." Thesis, SOAS, University of London, 2013. http://eprints.soas.ac.uk/18067/.

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Ma la'asot? 'What can we do?' Spoken with a sigh and a shrug of the shoulders, this sentiment often brings to a close the tense pause which follows discussions of ha sichsuch, 'the quarrel', in Israel- Palestine. As expressed by Leftist Jewish Israelis, the phrase ma la'asot becomes a way of conveying political emotions of despair, helplessness and disappointment at the same time as it presents a practical question of power. Faced with the seeming intractability of conflict, the interminability of a stalled peace process and increasing social and political conservatism, those Jewish Israelis opposed to Israel's occupation of the Palestinian Territories find themselves at loose ends: what to do indeed? While an extensive body of research critically engages with 'the Israeli-Palestinian conflict' through lenses including history, political economy and activism, this thesis shifts focus to the production of stasis. In considering how things stay the same, we might better understand the roots and routes of how they may become different. Drawing upon one year of ethnographic research with Jewish Israelis living in Tel Aviv and West Jerusalem, this thesis explores the processes, practices and beliefs which sustain normalcy in conditions of conflict. Central to this investigation is gender - as an aspect of subjectivity, relation of power and ordering principle of state and society, gender is integral to the conduct of everyday life and the maintenance of political realities. Thus, this thesis asks what a gender analysis of Jewish Israeli society might tell us about the trajectory of 'Israel-Palestine', what the textures of normalcy, apathy and stasis mean for our visions of the future. Moving through degrees of division and entanglement, modes of avoidance and activism, sites of investment and withdrawal, and instantiations of normalcy and rupture, this thesis foregrounds the gendered subjectivities and sociality central to the production and maintenance of power in Israel-Palestine. By attempting to unpick to relationship between gender and political stasis, this thesis ulti
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Hook, Courtney Nicole. "Towards a Theory of Prisoner Rehabilitation: Navigating Dualities in Involuntary (Dis)Engagement." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628168477777139.

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Bahou, Lena. "Student (dis)-engagement in post-war Lebanon : barriers and pathways in school learning." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708584.

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Elston, Dhanfu E. "Tipping Point: The Diversity Threshold for White Student (Dis) Engagement in Traditional Student Organizations." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/75.

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During a time when most institutions of higher education are in search of underrepresented student participation, Georgia State University (GSU), a majority White institution, has observed a lack of involvement of White students in co-curricular activities. The purpose of the research study was to critically examine White students’ (dis) engagement in traditional student organizations at this university that has a significant student of color population. I used case study methodology that allowed for a breadth of conceptual frameworks and research options. The methods of collecting data included interviews (formal, informal, and oral history) of current and former students, as well as campus administrators. In addition, the use of archived texts and photographs, yearbooks, organization rosters, and university enrollment statistics allowed for crystallization of data, layered interpretations, and document analyses. I used the data sources to interpret GSU White students’ perceptions of campus climate, racial interactions, leadership among students of color, and racial identity that influence their (dis) engagement in traditional student organizations and campus life. In exploring the “rhetoric of diversity,” I argue that the experiences and attitudes of White students can inform the policy debate on institutional mission and offerings.
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Baer, Andrea Patricia. "The moods of postmodern metafiction : narrative and affective literary spaces and reader (dis)engagement /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/6654.

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Kay, Carson S. "Self-Deliberation of U.S. Political Moderates: A Critical Exploration of Internal Rhetorics and Political (Dis)Engagement." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1584541226706647.

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Washington, Shaneé Adrienne. "Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108518.

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Thesis advisor: Lauri Johnson
This exploratory case study examined family-school-community engagement in a small New England school district and town that is home to a federally recognized Indigenous Tribe that has inhabited the area for 12,000 years and whose children represent the largest group of racially minoritized students in the public schools. Using Indigenous protocols and methodologies that included relational accountability, individual semi-structured conversations, talking circles, and participant observation, this study explored the ways that Indigenous families and community members as well as district educators conceptualized and practiced family-school-community engagement and whether or not their conceptualizations and practices were aligned and culturally sustaining/revitalizing. Family-school-community engagement has been touted in research literature as a remedy to the problem of low achievement that prevails in many schools serving minoritized students, including Indigenous students. However, a more pertinent reason to study this topic is due to “ongoing legacies of colonization, ethnocide, and linguicide” committed against Indigenous families and their children by colonial governments and their educational institutions (Brayboy, 2005; Grande, 2015; McCarty & Lee, 2014, p. 103). This study was thus conducted and data were analyzed using a decolonizing lens and culturally responsive leadership (Johnson, 2014), culturally sustaining pedagogy (Paris & Alim, 2014), and culturally sustaining/revitalizing pedagogy (McCarty & Lee, 2014) as theoretical frameworks. Findings revealed distinctions in the priorities and engagement practices of educators versus Tribal members. While educators conceptualized and reported to practice an open-door model of engagement in which families have a plethora of opportunities to get involved in the schools, Indigenous parents and community leaders engaged as ardent advocates for the equitable treatment of their children and for the expansion of language and culture-based programming for tribal students in educational spaces within and outside of the public-school system. Also, Educators and Tribal members alike acknowledged that district staff lack cultural awareness and sensitivity and needed to be better educated. These findings and others offer important implications for local Indigenous communities and school districts serving Indigenous families
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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TimÃteo, Lidianeiza de Moura. "As manifestaÃÃes epistÃmicas e evidenciais como marcas de (des)comprometimento em artigos cientÃficos." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7412.

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FundaÃÃo de Amparo à Pesquisa do Estado do CearÃ
Este trabalho tem como objetivo principal analisar as manifestaÃÃes evidenciais e modais epistÃmicas e sua relaÃÃo com o grau de comprometimento do autor de artigos cientÃficos com o conteÃdo asseverado. Para a descriÃÃo e anÃlise dos dados, adotamos a perspectiva funcionalista da linguagem. Nesta, a lÃngua nÃo à entendida como um objeto autÃnomo, mas como um sistema que sofre pressÃes da situaÃÃo comunicativa. Dessa forma, a investigaÃÃo realizada parte das expressÃes em uso, buscando entender o funcionamento da lÃngua, pois à no uso que as expressÃes adquirem sentido. O corpus desta pesquisa à constituÃdo por nove artigos cientÃficos retirados de anais de encontros ocorridos na Ãrea de LinguÃstica, no perÃodo de 2008 e 2009. Optamos pela anÃlise da evidencialidade e da modalidade epistÃmica como domÃnios funcionais marcadores do nÃvel comprometimento do autor em artigos cientÃficos por pressupormos que, em tal gÃnero, poderemos encontrar vÃrias marcas dessas categorias utilizadas como estratÃgias de distanciamento, jà que o autor desse tipo de texto busca maior objetividade, conforme prescriÃÃo dos manuais de metodologia cientÃfica, distanciando-se do conteÃdo para garantir cientificidade ao seu trabalho. Coletamos 410 ocorrÃncias que foram analisadas quanto aos aspectos sintÃticos (meios de expressÃo e posiÃÃo da marca evidencial no enunciado), semÃnticos (tipo de domÃnio e tipo de fonte da manifestaÃÃo evidencial) e pragmÃticos (grau de envolvimento do autor de artigos cientÃficos com o conteÃdo enunciado e presenÃa de marcas explÃcitas de adesÃo). Os resultados obtidos comprovaram que a evidencialidade e a modalidade epistÃmica sÃo utilizadas em textos cientÃficos para promover um efeito de mÃdio comprometimento. Essa constataÃÃo revela que, o discurso cientÃfico à marcado pelo uso de expressÃes que âmascaramâ a subjetividade do autor e evidenciam um comprometimento parcial dele com a verdade enunciada. Quanto aos meios de expressÃo utilizados, verificamos a preferÃncia dos autores de artigos cientÃficos pelo uso de manifestaÃÃes evidenciais e modais epistÃmicas expressas atravÃs de itens verbais. No gÃnero analisado, constatamos maior recorrÃncia de evidencialidade reportada de fonte definida, com marca intercalada entre a fonte da informaÃÃo e o conteÃdo comunicado.
This study aims at analyzing evidentiality and epistemic modality and their relationship with the level of engagement of a scientific article writer and the stated content. To the description and analysis of the data it is used the functional perspective on language, in which the language is not understood as an independent object, but as a system under the pressure of communicative situations. Thus, this investigation focuses on the expressions in use, trying to understand the functioning of the language, since it is through the use that the expressions acquire meaning. In order to make this research possible the corpus used is constituted by 9 scientific articles taken from Linguistics annals published within the years of 2008 and 2009. We have chosen the analysis of evidentiality and epistemic modality as functional domains which mark the level of engagement of a scientific article writer since we have as a presupposition that in such case, we may find several registers of these categories used as detachment strategies, considering that the author of this type of writing leads towards objectiveness as stipulated by manuals of scientific methodology, getting detached from the content to preserve the work scientific style. 410 occurrences have been collected and analyzed concerning synthetic (means of expressions and position of evidential marks in the statement), semantic (type of domain and source of the evidential manifestation), and pragmatic (level of commitment of a scientific article writer with the stated content, and the presence of explicit marks of adhesion) aspects. The results proved that evidentiality and epistemic modality are used in scientific texts to promote an effect of medium engagement, revealing that the scientific discourse is marked by the use of expressions that mask the authorâs subjectivity and highlight their partial engagement with the established truth. Concerning the means of expressions used, we observed that scientific article writers prefer the use of evidential and epistemic modal manifestations expressed through verbal items. Regarding the analyzed genre, it has been found more occurrences related to the reported evidentiality from a definite source, with interspersed marks between the source of information and the established content.
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Books on the topic "Dis engagement"

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Town, Sophia. 'Mindful Dis/engagement': Extending the Constitutive View of Organizational Paradox by Exploring Leaders' Mindfulness, Discursive Consciousness, and More-Than Responses. Tempe, Arizona: Arizona State University, 2019.

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Jacquemain, Marc. Engagements actuels, actualité des engagements. Louvain-la-Neuve: Academia-Bruylant, 2010.

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Engagements. [Paris]: Seuil, 2007.

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Agacinski, Sylviane. Engagements. Paris: Seuil, 2007.

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Käpplinger, Bernd, Steffi Robak, and Sabine Schmidt-Lauff, eds. Engagement für die Erwachsenenbildung. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19116-4.

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Brunner, Sabine. Rühmkorfs Engagement für die Kunst. Essen: Verlag die Blaue Eule, 1985.

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Das Afrika-Engagement der DDR. Frankfurt am Main: P. Lang, 1987.

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Rühmkorfs Engagement für die Kunst. Essen: Die Blaue Eule, 1985.

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Prud'homme, L. A. L' engagement des Sept Chènes. Ottawa: Impr. pour la Société Royale du Canada, 1995.

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Dance and politics. Oxford: P. Lang, 2010.

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Book chapters on the topic "Dis engagement"

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Bonello Rutter Giappone, Krista. "Modes of Dis-/Engagement." In The Punk Turn in Comedy, 123–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72841-4_7.

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Souleimanov, Emil, and Huseyn Aliyev. "Conceptualizing Pathways to Individual Insurgent (Dis) Engagement." In The Individual Disengagement of Avengers, Nationalists, and Jihadists, 25–43. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137498830_3.

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Pérez-Llantada Auría, Carmen. "Heteroglossic (dis)engagement and the construal of the ideal readership." In Researching Specialized Languages, 25–46. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/scl.47.05aur.

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Bourassa, Maureen, and Laurence Ashworth. "Expressions of (Dis)Respect: Understanding Respect in a Consumer Context." In Let’s Get Engaged! Crossing the Threshold of Marketing’s Engagement Era, 687–88. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-11815-4_210.

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Bishop, Alan J., and Penelope Kalogeropoulos. "(Dis)engagement and Exclusion in Mathematics Classrooms—Values, Labelling and Stereotyping." In Mathematics Education Library, 193–217. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05978-5_12.

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Ekström, Mats, and Andrew Tolson. "Citizens Talking Politics in the News: Opinions, Attitudes and (Dis)Engagement." In The Mediated Politics of Europe, 201–27. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56629-0_8.

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Chataika, Tsitsi, and Judith A. McKenzie. "Global Institutions and Their Engagement with Disability Mainstreaming in the South: Development and (Dis)Connections." In Disability in the Global South, 423–36. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42488-0_27.

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Binczek, Natalie. "Roland Barthes’ Vorlesungsmanuskripte Die Vorbereitung des Romans und das Engagement, eine Vorlesung zu halten." In Engagement, 249–68. Göttingen: V&R unipress, 2016. http://dx.doi.org/10.14220/9783737002561.249.

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Madigan, Patricia. "Grace and Dis-Grace: The Australian Catholic Church’s 70-Year Engagement with Governmental Migration Policy (1948–2018)." In The Church, Migration, and Global (In)Difference, 347–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54226-9_19.

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Hahn, Tobias. "Das Verhaltensmodell des homo reciprocans und die Durchsetzung sozialer Normen." In Gesellschaftliches Engagement von Unternehmen, 59–118. Wiesbaden: Deutscher Universitätsverlag, 2005. http://dx.doi.org/10.1007/978-3-322-81210-0_4.

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Conference papers on the topic "Dis engagement"

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Worsley, Marcelo. "(Dis)engagement matters." In LAK '18: International Conference on Learning Analytics and Knowledge. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3170358.3170420.

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Gulotta, Rebecca, Jodi Forlizzi, Rayoung Yang, and Mark Wah Newman. "Fostering Engagement with Personal Informatics Systems." In DIS '16: Designing Interactive Systems Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2901790.2901803.

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Corbett, Eric. "Trust and Community Engagement in Digital Civics." In DIS '18: Designing Interactive Systems Conference 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3197391.3205384.

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Gray, Colin M., and Yubo Kou. "UX Practitioners' Engagement with Intermediate-Level Knowledge." In DIS '17: Designing Interactive Systems Conference 2017. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3064857.3079110.

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Blair, Kathryn, Jean-Rene Leblanc, and Lora Oehlberg. "Exploring Public Engagement with the Social Impact of Algorithms." In DIS '19: Designing Interactive Systems Conference 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3301019.3323897.

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Silpasuwanchai, Chaklam, Xiaojuan Ma, Hiroaki Shigemasu, and Xiangshi Ren. "Developing a Comprehensive Engagement Framework of Gamification for Reflective Learning." In DIS '16: Designing Interactive Systems Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2901790.2901836.

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Ali, Susan, Boriana Koleva, Ben Bedwell, and Steve Benford. "Deepening Visitor Engagement with Museum Exhibits through Hand-crafted Visual Markers." In DIS '18: Designing Interactive Systems Conference 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3196709.3196786.

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Marie Doherty, Megan, and Kay Rogage. "Exploring the expansion of planner's engagement capabilities via accessing the data from a building information model for public consultation." In DIS '21: Designing Interactive Systems Conference 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3468002.3468240.

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Wang, Yi, Colin Young, Guy Snowsill, and Tim Scanlon. "Study of Airflow Features Through Step Seals in the Presence of Dis-Engagement Due to Axial Movement." In ASME Turbo Expo 2004: Power for Land, Sea, and Air. ASMEDC, 2004. http://dx.doi.org/10.1115/gt2004-53056.

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Step seals are a particular design variant of the basic labyrinth seal configuration which is widely used to limit leakage from the space between rotating and stationary components. Seals of this type are employed in aero-engines to prevent oil leakage from bearing chambers and to control the flow of secondary cooling air and it follows that the design of step seals is of great importance in the achievement of optimal aero-engine performance. In this paper, numerical modelling of the flow through stepped seals has been carried out in order to gain an insight into the behaviour of the flow in the presence of dis-engagement. In the context of this work, dis-engagement would be deemed to have occurred when to the axial movement between the rotor and stator results in a clear line of sight through the step seal. The flows through the seals were calculated using the commercial CFD package Fluent and the numerical predictions were validated by comparison with test data previously presented in the literature. The model predictions were initially obtained using a number of alternative two-equation turbulence models and the RNG k-ε turbulence model with the non-equilibrium wall function was found to be in closest agreement with the measured data. It was noted that for a given radial clearance the step seal’s flow characteristic is largely dictated by the fin tip to step distance. It was found that there are two distinct stages of step seal dis-engagement. The first stage of dis-engagement occurs when the seal fin is displaced axially from its nominal position, but the seal fin still remains within the axial extent of the corresponding seal step. In this case the flow through the seal only deviates slightly from that of the fully engaged seal. The second stage occurs when the fin is subjected to a larger axial displacement and as a result assumes a position beyond the corresponding seal step. This results in a much larger seal clearance and the flow through the seal increases significantly with the fin tip to step distance in the case.
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Hosseini, Arian, and Navid Goudarzi. "CFD and Control Analysis of a Smart Hybrid Vertical Axis Wind Turbine." In ASME 2018 Power Conference collocated with the ASME 2018 12th International Conference on Energy Sustainability and the ASME 2018 Nuclear Forum. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/power2018-7488.

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Wind energy has become a dominant source of renewable energy during the past decade. Current hybrid wind turbines are primarily designed and manufactured based on a combination of aerodynamic properties for both Darrieus and Savonius turbines. In this work, the aerodynamic performance characteristics of a smart vertical axis wind turbine (VAWT) with an electro-magnetic switch mechanism for dis-/engagement mechanism is studied analytically and numerically. The proposed novel VAWT offers a high start-up torque by a Savonius turbine and high power coefficient values by a Darrieus turbine. The switch mechanism can further improve the system efficiency by running the turbines together or independently. The proposed hybrid VAWT was modeled as a combined Savonius-type Bach turbine and a 3-bladed H-Darrieus turbine. The hybrid turbine has a self-startup feature and reaches a coefficient of power (Cp) of over 40%. The turbine is also estimated to cover a wide operational range up to TSR 6. The follow on research phases of the project include studying the proposed smart VAWT experimentally and validating the results with those obtained through computational analysis.
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Reports on the topic "Dis engagement"

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Quisumbing, Agnes R., Ruth Suseela Meinzen-Dick, and Jemimah Njuki. Rapport annuel 2019 sur les tendances et les perspectives Égalité des genres en Afrique rurale : des engagements aux résultats: Synopsis. Washington, DC: International Food Policy Research Institute, 2019. http://dx.doi.org/10.2499/9780896293663.

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Research Institute (IFPRI), International Food Policy. Comment prendre des engagements SMART en faveur de la nutrition: Rapport sur la nutrition mondiale note d’orientation. Washington, DC: International Food Policy Research Institute, 2016. http://dx.doi.org/10.2499/9780896292185.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
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Engagement des hommes dans la planification familiale au Togo: évaluation des modèles de counseling de couples. Population Council, 2018. http://dx.doi.org/10.31899/rh15.1053.

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Bonnes pratiques des Collaborateurs de RRI en Afrique. Rights and Resources Initiative, May 2021. http://dx.doi.org/10.53892/uukj9824.

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Les collaborateurs de RRI de la région Afrique ont mis en œuvre un large éventail de projets dont l'objectif principal est d'assurer l'occupation des terres par les peuples autochtones et les communautés locales comme base de référence pour d'autres engagements pro-communautaires. RRI met en évidence certaines des meilleures pratiques de ces projets afin de renforcer le plaidoyer des membres de notre Coalition et d'autres travaux, maintenant et à l'avenir.
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Social, Psychological and Health Impact of Coronavirus Disease (COVID-19) on the Elderly: South African and Italian Perspectives. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0069.

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The Panel discussion titled “The Presidential Employment Stimulus: Research Opportunities”, was hosted on 10 December 2020 by the Department of Science and Innovation (DSI) and the Academy of Science of South Africa (ASSAf) at the Science Forum South Africa (SFSA) 2020. The Presidential Employment Stimulus was launched in parliament on 15 October as part of government’s Economic Recovery Strategy. It directly funds 800,000 employment opportunities that are being implemented within the current financial year, but it is anticipated that it will also become a medium-term programme. The stimulus includes public employment programmes, job retention programmes and direct support to livelihoods. The single largest programme is run by the Department of Basic Education, which, in the last fortnight, recruited 300,000 young people as school assistants, to assist schools to deal with the setbacks faced as a result of the pandemic. The stimulus supports employment in the environmental sector and over 75,000 subsistence producers are receiving production grants through an input voucher scheme. There is a once-off grant to assist over 100,000 registered and unregistered Early Childhood Development Practitioners back on their feet, as well as a significant stimulus to the creative sector. The session set out to provide an introduction to the Presidential Employment Stimulus Programme (PESP), a key programme within government’s economic recovery plan led by Dr Kate Philip. The key objective was to get input from the research community on how the work that they are already doing and future work could contribute to the M&E efforts and be augmented in such a way that the PESP could become a medium-term programme. The DSI plans to hold further engagements in 2021 to mobilise the wider research community to provide evidence-based research in order to shape the research agenda that would support the M&E work and identify short-term issues that need to be factored into the department’s work plans, under the guidance of Dr Philip.
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