Academic literature on the topic 'Diversity-related experiences'
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Journal articles on the topic "Diversity-related experiences"
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Mpofu, Elias, and Debra A. Harley. "Tokenism and Cultural Diversity in Counselors: Implications for Rehabilitation Education and Practice." Journal of Applied Rehabilitation Counseling 31, no. 1 (2000): 47–54. http://dx.doi.org/10.1891/0047-2220.31.1.47.
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Minority counselors are an important resource for diversity sensitive rehabilitation services. However, their work-related experiences have not been the subject of study in the rehabilitation literature. Tokenism theory is utilized to explore possible work-related stress experienced by minority counselors. Specifically, minority counselors may experience the tokenism effects of visibility, contrast, role encapsulation, and assimilation from their interaction with majority counselors and from their self-perceptions. Counselor education in work-place diversity and an asset approach to counselor utilization should enhance the perceived quality of the work environment by both minority and majority counselors.
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van der Aa, Maartje J., Jennifer R. van den Broeke, Karien Stronks, and Thomas Plochg. "Patients with Multimorbidity and Their Experiences with the Healthcare Process: A Scoping Review." Journal of Comorbidity 7, no. 1 (2017): 11–21. http://dx.doi.org/10.15256/joc.2017.7.97.
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Background The number of patients with multimorbidity (two or more conditions) is increasing. Observational research has shown that having multiple health problems is associated with poorer outcomes in terms of health, quality of care, and costs. Thus, it is imperative to understand how patients with multimorbidity experience their healthcare process. Insight into patient experiences can be used to tailor healthcare provision specifically to the needs of patients with multimorbidity. Objective To synthesize self-reported experiences with the healthcare process of patients with multimorbidity, and identify overarching themes. Design A scoping literature review that evaluates both qualitative and quantitative studies published in PubMed, Embase, MEDLINE, and PsycINFO. No restrictions were applied to healthcare setting or year of publication. Studies were included if they reported experiences with the healthcare process of patients with multimorbidity. Patient experiences were extracted and subjected to thematic analysis (interpretative), which revealed overarching themes by mapping their interrelatedness. Results Overall, 22 empirical studies reported experiences of patients with multimorbidity. Thematic analysis identified 12 themes within these studies. The key overarching theme was the experience of a lack of holistic care. Patients also experienced insufficient guidance from healthcare providers. Patients also perceived system-related issues such as problems stemming from poor professional-to-professional communication. Conclusions Patients with multimorbidity experience a range of system- and professional-related issues with healthcare delivery. This overview illustrates the diversity of aspects that should be considered in designing healthcare services for patients with multimorbidity.
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Koffer, Rachel, Kristina Dickman, and Thomas Kamarck. "High Stressor Exposure and Low Stressor Diversity Are Linked to Higher Blood Pressure Across Age." Innovation in Aging 4, Supplement_1 (2020): 653. http://dx.doi.org/10.1093/geroni/igaa057.2251.
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Abstract Stress exposure is linked to elevated blood pressure, which increases risk for cardiovascular disease (Spruill, 2010; WHO, 2013). Stress exposure may be especially harmful when concentrated in one particular domain (i.e., low stressor diversity) (Koffer, et al., 2016). Using a diversity index, we test whether high stressor exposure and low stressor diversity is associated with high resting blood pressure. Participants (N=391, aged 40-64 years) completed four days of hourly self-report of stressful experiences (e.g., work task demand, non-work task demand, arguments, interpersonal tension), with clinic blood pressure separately assessed. Linear regression results indicate older adults experienced lower stressor diversity (B = -0.003, p =.003). Further, higher stressor exposure with lower stressor diversity related to higher diastolic blood pressure (B= -7.21, p=.046). Experiencing high stress concentrated in one domain may increase risk of high blood pressure. We discuss how low stressor diversity may help explain age-related risk of cardiovascular disease.
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Marie, Jakia, and Kimberly N. Sanders. "Diversity Competence within Faculty-Led Study Abroad Programs." JCSCORE 4, no. 2 (2019): 90–111. http://dx.doi.org/10.15763/issn.2642-2387.2018.4.2.90-111.
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Previous studies have noted the positive role studying abroad has played in the lives of students; however, there are clear disparities in the structure of faculty- led study abroad programs that limit students’ ability to fully maximize the usefulness of these experiences. Focusing on the role of faculty leaders in study abroad programs, this paper critically examines extant literature related to student experiences studying abroad. Through our examination of existing research, we conclude that it is essential for faculty to be more competent in relation to diversity and be aware of their positionality and the intersecting identities of their students before departing to the host country. We argue this prerequisite creates a more equitable and optimal learning experience for students.
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Banning, Jennifer. "Reflections on Field Experiences Related to Diversity Issues: Illinois State's Undergrad FCS Teaching Methods Course." Journal of Family & Consumer Sciences 105, no. 4 (2013): 29–34. http://dx.doi.org/10.14307/jfcs105.4.8.
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Szécsi, Tünde. "Diversity in Elementary Schools in Hungary." Hungarian Cultural Studies 1 (January 1, 2008): 44–62. http://dx.doi.org/10.5195/ahea.2008.10.
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This article reports on views among Hungarian administrators, teacher educators, mentor teachers and teacher candidates concerning diversity, and explores their related life experiences. The views of 28 participants were examined with Q methodology and follow-up interviews. Results of the Q methodology suggest there were three distinguishing viewpoints. Viewpoint 1 tended to be supportive of diversity issues, Viewpoint 2 appeared to have ethnocentric attitudes, and Viewpoint 3 tended to be culturally sensitive, yet, focused on family responsibilities. Follow-up interviews indicated that the life-experiences of participants associated with the three viewpoints were significantly dissimilar. This investigation provides directions in developing more effective teacher preparation to better address the challenges of increasingly diverse students in Hungary.
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Surette, Tanya. "Too Scared to Teach: Secondary Students’ Insights into Educators Silencing and Stigmatization of Gender and Sexual Diversity in Public Schools in Alberta, Canada." Journal of Contemporary Issues in Education 14, no. 2 (2019): 33–49. http://dx.doi.org/10.20355/jcie29367.
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Despite a growing awareness of the disparities experienced by gender and sexual minority students related to academic attainment and well-being, some teachers continue to avoid discussing gender and sexual diversity. Through the use of narrative inquiry, this study captured the experiences of six secondary students pertaining to the general absence of discussions of gender and sexual diversity and the misinformed way this controversial topic was being handled at school. These students attributed their teachers’ silence to fear, being uneducated, and apathy. Through encountering the student narratives, implications for teachers aspiring to create inclusive learning spaces for this population are shared.
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Maksimainen, Johanna P., Tuomas Eerola, and Suvi H. Saarikallio. "Ambivalent Emotional Experiences of Everyday Visual and Musical Objects." SAGE Open 9, no. 3 (2019): 215824401987631. http://dx.doi.org/10.1177/2158244019876319.
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Art brings rich, pleasurable experiences to our daily lives. However, many theories of art and aesthetics focus on specific strong experiences—in the contexts of museums, galleries, and concert halls and the aesthetic perception of canonized arts—disregarding the impact of daily experiences. Furthermore, pleasure is often treated as a simplistic concept of merely positive affective character, yet recent psychological research has revealed the experience of pleasure is far more complicated. This study explored the nature of pleasure evoked by everyday aesthetic objects. A mixture of statistical and qualitative methods was applied in the analysis of the data collected through a semi-structured online survey ( N = 464). The result asserts the experience of emotional ambivalence occurred and was composed of a variety of nuanced emotions and related association, rather than just a combination of contradicting emotions. Such paradoxical pleasure is defined as a self-conscious hedonic exposure to negative emotions in art reception. The study also depicted four types of attitudinal ambivalence: loss, diversity, socio-ideology, and distance, reflecting contextual elements intertwined into experience, and the connection between ambivalence and intense emotional experience.
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Ouellette-Schramm, Jennifer. "Developmentally Distinct Learning Experiences Among Adult English Language Learners." Adult Learning 30, no. 2 (2018): 67–77. http://dx.doi.org/10.1177/1045159518816678.
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Many adult English language learners (ELLs) aspire toward postsecondary educational programs but do not go on to obtain college credentials after beginning classes in Adult Basic Education (ABE) or community college English as a second or other language classes to prepare for college-level English. Understanding how adult ELLs experience learning in such programs may help programs support adult ELL persistence. A lens that has illuminated qualitative differences in adult learning experience is that of constructive-developmental theory (CDT). This small qualitative case study used a CDT lens and grounded theory to investigate developmental perspectives and learning experiences among nine ABE ELLs in a college preparation class. Data included two qualitative interviews per participant, demographic questionnaires, and reading scores. Findings included notable developmental diversity among participants and qualitatively distinct learning experiences related to finding motivation, ways of learning, and navigating challenge. This article discusses these different learning experiences, including supporting developmentally diverse adult ELLs.
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Zhang, Tingting. "Co-creating tourism experiences through a traveler’s journey: a perspective article." Tourism Review 75, no. 1 (2019): 56–60. http://dx.doi.org/10.1108/tr-06-2019-0251.
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Purpose This perspective article aims to summarize research on value co-creation and tourism experience management from the past decades and to propose several future research priorities related to the topic. Design/methodology/approach This perspective article reviews the previous work and offers a process model on co-creating tourism experiences through a traveler’s journey. In addition, the article proposes five future research priorities related to value co-creation strategies in tourism experience management. Findings This perspective article depicts value co-creation activities during the pre-, mid-, and post-travel stages and proposes five research priorities: (1) big data and real-time co-creation will become ubiquitous in future travel experiences, (2) social media will continue to empower travelers throughout their travels, (3) human–robot interactions will increase for travelers’ co-creation activities, and (4) the diversity of travelers and younger generations (Generation Z) will impact co-created travel journeys. Originality/value Co-creation of tourism experiences has been increasing in the travel industry. It is necessary to review what has been said in the past and to project future research priorities and directions for travel academia and practitioners.
Dissertations / Theses on the topic "Diversity-related experiences"
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Blume, Amabda K. "Diversity-Related Experiences and Academic Performance Among Ethnic Minority College Students." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5089.
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Students of color experience numerous educational disadvantages compared to White students. These disadvantages begin in elementary school and continue into college and adulthood. Ethnic minority students typically have less resources available to them than White students and are typically less prepared for college—academically and financially. Once students of color enroll in college, they face additional barriers due to discrimination and negative attitudes towards diversity. These factors play a key role in student engagement and persistence. The campus racial climate of a university, defined as the overall racial environment of the campus, has been shown to strongly influence students’ feelings of belonging to an institution. This study examined the links among experiences of discrimination, campus openness to diversity, multicultural experiences, academic success, and feelings of school belonging for students of color, in order to identify ways in which we can improve the educational experiences of disadvantaged students.
The current study found evidence that many diversity-related experiences such as cross-racial interactions, campus racial climate, cocurricular diversity activities, and discrimination, strongly influenced feelings of school belonging for students of color. These findings add support to previous research that suggests that diversity experiences on college campuses play a significant role in making students feel welcome at an institution. However, diversity-related experiences examined in this study appeared to have little correlation to academic performance and retention.
School belonging did not correlate with academic performance. It seems students’ grades may be better explained by internal factors, like motivation, rather than external factors, like the campus environment. Perceptions of more negative cross-racial interactions and more discrimination experiences were linked with more negative perceptions of the campus racial climate. Campus racial climate was linked to students’ desire to pursue higher education in the future. As the amount of positive cross-racial interactions students experienced increased, so did the amount of negative cross-racial interactions. This suggests that higher levels of cross-racial interactions result in both positive and negative experiences. More cross-racial interactions and cocurricular diversity activities were associated with more experiences of discrimination. This suggests that students of color are likely to experience discrimination when interacting with persons of different racial backgrounds or engaging in conversations related to diversity. Overall, diversity-related experiences linked to feelings of school belonging more than academic performance. Findings provide guidance for college-based initiatives to improve campus racial climates, in order to create more welcoming environments for students of color.
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Reveles, Alexandra K. "Diversity-Related Experiences Among College Students in the Promotion of Social Justice Orientation, Multicultural Openness, and Community Involvement." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5418.
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Institutions of higher education serve students in more ways than simply fostering academic growth. University and college campuses are often the introduction people have to the societal, interpersonal, and career/field specific expectations they will be guided by after completing their degree. One way for universities to do this is through the cultivation of critical consciousness by way of encouraging engagement in diversity-related activities. This study examined associations between engagement in diversity-related activities and reported levels of critical consciousness, along with differences between students of color and White students in patterns of association.
Diversity-related experiences, including extracurricular diversity activities, positive cross-racial interactions, curriculum inclusion, and experiences of microaggressions, strongly correlated to levels of critical consciousness for students of color and White students. These findings add support to previous research that suggests diversity experiences on college campuses positively influence students. However, the findings also suggest differences in the outcomes that these diversity-related experiences links to for students of color versus White students.
Community involvement was more strongly correlated to extracurricular diversity activities for White students than students of color. In turn, social justice orientation was more strongly linked to extracurricular diversity activities, positive cross-racial interactions, and experiences of microaggressions for students of color than for White students. Linked between diversity-related experiences and multicultural openness were not moderated by ethnicity. These findings suggest that there may be differences between behaviorally based experiences/outcomes and attitudinally based experiences/outcomes for students of color vs. White students. Overall, engagement in diversity-related activities was strongly correlated with critical consciousness among all students. Findings provide guidance for curriculum development, the development and implementation of diversity-based initiatives on college campuses, and adherence to mission statements to foster more inclusive environments for all students.
Books on the topic "Diversity-related experiences"
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Wall, Amitra A. Unquiet voices: Cultural experiences related to the pursuit of tenure and promotion. Common Ground, 2013.
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Radić, Nebojša, Anastasia Atabekova, Maria Freddi, and Josef Schmied, eds. The world universities’ response to COVID-19: remote online language teaching. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.52.9782490057924.
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This collection of case studies is special for several reasons. Firstly, because of the geographical and institutional diversity of the authors, bringing together experiences of teaching under COVID-19 restrictions in the university language classroom from 18 countries and five continents. Secondly, the publication is interesting because of the variety of case studies that testify to different strategies and emphases in dealing with pandemic-related challenges. Finally, the case studies collected strikingly demonstrate the creative responses of language teachers in a variety of contexts to meet the challenges of the pandemic crisis (Dr Sabina Schaffner).
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Baldridge, David, Joy Beatty, Stephan A. Böhm, Mukta Kulkarni, and Mark E. Moore. Persons With (dis)Abilities. Edited by Adrienne J. Colella and Eden B. King. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199363643.013.9.
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This chapter examines workplace discrimination faced by persons with (dis)abilities. It begins by discussing usage, meaning, and effects of the word “disability” and the related term “persons with disabilities.” It then considers the diversity of conditions and experiences among persons with (dis)abilities by reviewing extant research on people with five common disabling conditions (i.e., mobility, seeing, hearing, chronic illness, and psychiatric conditions). It also examines the importance of national context by taking a closer look at research on the experiences of people with (dis)abilities in five nations (i.e., United States, Canada, Germany, India, and China). By separately highlighting extant research on a few common conditions and nations, the chapter’s intent is to show the need for more research on specific conditions in specific work and national contexts, as well as the need for research integrating and summarizing these focused studies.
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Baggett, Jerome P. The Varieties of Nonreligious Experience. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479874200.001.0001.
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Based primarily on in-person, telephone-based, and e-mail interviews with more than five hundred American atheists, this book, situated within the discipline of sociology, uncovers the vast diversity of attitudes that exists among atheists today. In doing so, it shows that everyday atheists typically have more nuanced views on religion than do best-selling New Atheist authors; they rely on their feelings as well as their critical thinking when making sense of their nonbelief; and, rather than being members of various atheism-related groups and communities, they generally ground their identities as atheists by participating within an “imagined community” of putatively like-minded others. Moreover, even though atheists are typically understood by the wider public in negative terms, as people who do not believe in God, this book attempts to understand them in more positive terms. Looked at more closely, rather than simply rejecting God and religion, they are actually embracing lives marked by what they deem as integrity, open-mindedness, and progress.
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Oliveira, Francisco Nilton Gomes de, Beatriz Akemi Takeiti, and Claudia Reinoso Araujo Carvalho. Terapia ocupacional, saberes e fazeres. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-381-7.
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The field of knowledge of Occupational Therapy is diversified and expanding. This book addresses several themes inherent in the profession from different theoretical and empirical perspectives. Organized by occupational therapy teachers from the Federal University of Rio de Janeiro (UFRJ), the book consolidates the scientific production of different authors and is organized around current themes presented to Occupational Therapy: professional education, health-related approaches and actions, as well as different approaches focusing on the socio-cultural perspectives of the profession. Some texts addressing the history of Occupational Therapy at UFRJ complement the work. The wide scope and diversity of this book are ensured in chapters that report experiences associated with university extension, research, and undergraduate teaching; address Occupational Therapy in the hospital, Occupational Health, Mental Health, and Psychosocial Care settings; emphasize the professional/cultural interface, social issues, and territorial and socio-community approaches; bring ethnic-racial and gender discussions. Finally, the history of the Occupational Therapy course at UFRJ is covered in the last three chapters: the struggling trajectory to establish the course is addressed in the first of these chapters; the second reports how the course has expanded since its first years; the third brings the path to consolidation of the Occupational Therapy service at the university hospital. This book, which is based on successful experiences and current scientific production, will certainly provide its readers with important reflections.
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Rios, Jane Adriana Vasconcelos Pacheco, and Luciana de Araújo Pereira. Cenários e Perspectivas da Profissão Docente. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-487-6.
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This publication shares perspectives built on teacher training, educational policies, the profession and other educational settings related to teaching, learning and research. From a collection of texts, it reveals walks through research and pedagogical experiences built in the school's daily life, which is an incarnated and reconfigured scenario in the lives of teachers who appear in publications as authors and/or as collaborators of search. It is an e-book that emerges from the debates held in the Thematic Group gathered at the Colloquium on Teaching and Diversity in Basic Education, organized by the Diverso Research Group, from the State University of Bahia – Uneb and which presents texts that dialogue with the current scenario of the Teaching Profession, considering the professionalization processes with a focus on the teaching career at its different levels and teaching modalities, in addition to enabling the broadening of the debate about the collective organization of the category in view of the current educational policies and teaching working conditions in a scenario in which the new political and sanitary agendas call the profession to destabilizations, uncertainties and ruptures.
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Beaman, Lori G. Alternative Narratives and Getting to Deep Equality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198803485.003.0003.
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This chapter explores three related themes: similarity, cooperation, and contaminated diversity. Each highlights the messy and complex nature of social life and each adds an analytical touchstone for understanding the elements of deep equality. The ability to recognize similarity and the experience of contaminated diversity are two important conditions under which deep equality emerges. By examining the ways that the everyday world does not correspond to categorical positioning around diversity and identity, contaminated diversity can be seen to act as an antidote to purity, while similarity undercuts identity rigidity, and both together render the boundaries of Us and Them fuzzy, sometimes indiscernible, and sometimes laughably irrelevant. This chapter discusses why there is a disproportionate emphasis on conflict and difference in public discourse and scholarship. It draws on a body of research from biology, mathematics, and psychology to examine the notion of competition, and the important counter-narrative of cooperation.
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Garrett, Matthew L., and Joshua Palkki. Honoring Trans and Gender-Expansive Students in Music Education. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197506592.001.0001.
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Trans and gender-expansive (TGE) youth deserve safe and empowering spaces to engage in high-quality school music experiences. Supportive music teachers ensure that all students have access to ethically and pedagogically sound music education. In this practical resource, authors Matthew Garrett and Joshua Palkki encourage music educators to honor gender diversity through ethically and pedagogically sound practices. Honoring Trans and Gender-Expansive Students in Music Education is intended for music teachers and music teacher educators across choral, instrumental, and general music classroom environments. Grounded in theory and nascent research, the authors provide historical and social context, and practical direction for working with students who inhabit a variety of spaces among a gender-identity and expression continuum. Trans and gender-expansive students often place their trust in music teachers, with whom they have developed a deep bond over time. It is essential, then, for music teachers to understand how issues of gender play out in formal and informal school music environments. Stories of TGE youth and their music teachers anchor practical suggestions for honoring students in school music classrooms and in more general school contexts. Part I of the book establishes the context needed to understand and work with TGE persons in school music settings by presenting essential vocabulary and foundational concepts related to trans and gender identity and expression. Part II focuses on praxis by connecting research and teaching pedagogy to practical applications of inclusive teaching practices to honor TGE students in school music classrooms.
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Baobaid, Mohammed, Lynda Ashbourne, Abdallah Badahdah, and Abir Al Jamal. Home / Publications / Pre and Post Migration Stressors and Marital Relations among Arab Refugee Families in Canada Pre and Post Migration Stressors and Marital Relations among Arab Refugee Families in Canada. 2nd ed. Hamad Bin Khalifa University Press, 2019. http://dx.doi.org/10.5339/difi_9789927137983.
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The study is funded by Doha International Family Institute (DIFI), a member of Qatar Foundation, and is a collaboration between the Muslim Resource Centre for Social Support and Integration of London, Ontario; University of Guelph, Ontario; and University of Calgary, Alberta, all located in Canada; and the Doha International Family Institute, Qatar. The study received research ethics approval from the University of Guelph and the University of Calgary. This study aims to assess the impact of pre- and post-migration on marital relationships and family dynamics for Arab refugee families resettled in Canada. The study also examines the role of professional service providers in supporting these Arab refugee families. The unique experiences of Arab families displaced from their countries due to war and political conflict, and the various hardships experienced during their stay in transit countries, impact their family relations and interactions within the nuclear family context and their interconnectedness with their extended families. Furthermore, these families encounter various challenges within their resettlement process that interrupt their integration. Understanding the impact of traumatic experiences within the pre-migration journey as well as the impact of post-migration stressors on recently settled Arab refugee families in Canada provides insight into the shift in spousal and family relationships. Refugee research studies that focus on the impact of pre-migration trauma and displacement, the migration journey, and post-migration settlement on family relationships are scarce. Since the majority of global refugees in recent years come from Arab regions, mainly Syria, as a result of armed conflicts, this study is focused on the unique experiences of Arab refugee families fleeing conflict zones. The Canadian role in recently resettling a large influx of Arab refugees and assisting them to successfully integrate has not been without challenges. Traumatic pre-migration experiences as a result of being subjected to and/or witnessing violence, separation from and loss of family members, and loss of property and social status coupled with experiences of hardships in transit countries have a profound impact on families and their integration. Refugees are subjected to individual and collective traumatic experiences associated with cultural or ethnic disconnection, mental health struggles, and discrimination and racism. These experiences have been shown to impact family interactions. Arab refugee families have different definitions of “family” and “home” from Eurocentric conceptualizations which are grounded in individualistic worldviews. The discrepancy between collectivism and individualism is mainly recognized by collectivist newcomers as challenges in the areas of gender norms, expectations regarding parenting and the physical discipline of children, and diverse aspects of the family’s daily life. For this study, we interviewed 30 adults, all Arab refugees (14 Syrian and 16 Iraqi – 17 males, 13 females) residing in London, Ontario, Canada for a period of time ranging from six months to seven years. The study participants were married couples with and without children. During the semi-structured interviews, the participants were asked to reflect on their family life during pre-migration – in the country of origin before and during the war and in the transit country – and post-migration in Canada. The inter - views were conducted in Arabic, audio-recorded, and transcribed. We also conducted one focus group with seven service providers from diverse sectors in London, Ontario who work with Arab refugee families. The study used the underlying principles of constructivist grounded theory methodology to guide interviewing and a thematic analysis was performed. MAXQDA software was used to facilitate coding and the identification of key themes within the transcribed interviews. We also conducted a thematic analysis of the focus group transcription. The thematic analysis of the individual interviews identified four key themes: • Gender role changes influence spousal relationships; • Traumatic experiences bring suffering and resilience to family well-being; • Levels of marital conflict are higher following post-migration settlement; • Post-migration experiences challenge family values. The outcome of the thematic analysis of the service provider focus group identified three key themes: • The complex needs of newly arrived Arab refugee families; • Gaps in the services available to Arab refugee families; • Key aspects of training for cultural competencies. The key themes from the individual interviews demonstrate: (i) the dramatic sociocul - tural changes associated with migration that particularly emphasize different gender norms; (ii) the impact of trauma and the refugee experience itself on family relation - ships and personal well-being; (iii) the unique and complex aspects of the family journey; and (iv) how valued aspects of cultural and religious values and traditions are linked in complex ways for these Arab refugee families. These outcomes are consist - ent with previous studies. The study finds that women were strongly involved in supporting their spouses in every aspect of family life and tried to maintain their spouses’ tolerance towards stressors. The struggles of husbands to fulfill their roles as the providers and protec - tors throughout the migratory journey were evident. Some parents experienced role shifts that they understood to be due to the unstable conditions in which they were living but these changes were considered to be temporary. Despite the diversity of refugee family experiences, they shared some commonalities in how they experi - enced changes that were frightening for families, as well as some that enhanced safety and stability. These latter changes related to safety were welcomed by these fami - lies. Some of these families reported that they sought professional help, while others dealt with changes by becoming more distant in their marital relationship. The risk of violence increased as the result of trauma, integration stressors, and escalation in marital issues. These outcomes illustrate the importance of taking into consideration the complexity of the integration process in light of post-trauma and post-migration changes and the timespan each family needs to adjust and integrate. Moreover, these families expressed hope for a better future for their children and stated that they were willing to accept change for the sake of their children as well. At the same time, these parents voiced the significance of preserving their cultural and religious values and beliefs. The service providers identified gaps in service provision to refugee families in some key areas. These included the unpreparedness of professionals and insufficiency of the resources available for newcomer families from all levels of government. This was particularly relevant in the context of meeting the needs of the large influx of Syrian refugees who were resettled in Canada within the period of November 2015 to January 2017. Furthermore, language skills and addressing trauma needs were found to require more than one year to address. The service providers identified that a longer time span of government assistance for these families was necessary. In terms of training, the service providers pinpointed the value of learning more about culturally appropriate interventions and receiving professional development to enhance their work with refugee families. In light of these findings, we recommend an increased use of culturally integrative interventions and programs to provide both formal and informal support for families within their communities. Furthermore, future research that examines the impact of culturally-based training, cultural brokers, and various culturally integrative practices will contribute to understanding best practices. These findings with regard to refugee family relationships and experiences are exploratory in their nature and support future research that extends understanding in the area of spousal relationships, inter - generational stressors during adolescence, and parenting/gender role changes.
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Lorino, Philippe. Community of inquiry. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198753216.003.0006.
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Pragmatist inquiry involves a group of inquirers who face a break in their experience and pursue existential motives. They must continuously build reciprocal intelligibility. The felicitous outcome requires reciprocal trust, transforming the group of inquirers into a temporary community. The community dimension of inquiry is illustrated through a case study: the implementation of an integrated management information system in an electricity company. It identifies the roles of two types of communities: communities of practice, characterized by common practice, and communities of inquiry, characterized by the diversity of practices but an agreed general concern. The concept of community of inquiry was initially sketched by classic pragmatist authors and later developed by organization scholars, particularly in the field of public management. It is related to Follett’s view of “group organization” as the basis of democratic life and Latour’s concept of “matter of concern.”
Book chapters on the topic "Diversity-related experiences"
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Brooks, Rachel, Jessie Abrahams, Predrag Lažetić, Achala Gupta, and Sazana Jayadeva. "Access to and Experiences of Higher Education Across Europe: The Impact of Social Characteristics." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_14.
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Abstract Policymakers across Europe have increasingly emphasised the importance of paying close attention to the social dimension of higher education and taking further steps to ensure that the composition of Europe’s universities more adequately reflects the diversity of the wider population. While there have been a number of studies that have explored this through analyses of European- and national-level policy and others that have assessed a range of quantitative indicators related to student diversity, this chapter assumes, in contrast, an interpretivist stance; it is interested in the perspectives of those studying and working ‘on the ground’ within the European Higher Education Area. Specifically, we seek to answer this research question: To what extent do students and staff, across Europe, believe that higher education access and experiences are differentiated by social characteristics (such as class/family background, race/ethnicity/migration background, gender and age)? In doing so, we draw on data from a large European Research Council-funded project, including 54 focus groups with undergraduate students (a total of 295 individuals) and 72 in-depth individual interviews with members of higher education staff (both academic and non-academic). Fieldwork was conducted in three higher education institutions in each of the following countries: Denmark, UK-England, Germany, Ireland, Poland and Spain—nations chosen to provide diversity with respect to welfare regime, relationship to the European Union and mechanisms for funding higher education. We explore commonalities and differences between staff and students and between different countries, before identifying some implications for policymakers keen to promote further social inclusion within Europe’s higher education institutions (HEIs).
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Tang, Qin, Wendy A. Rogers, and Hiroyuki Umemuro. "Age-Related Differences in Factors Contributing to Affective Experiences among Japanese Adults." In Universal Access in Human-Computer Interaction. User and Context Diversity. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39191-0_47.
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Timonen, Vilma, Marja-Leena Juntunen, and Heidi Westerlund. "The Politics of Reflexivity in Music Teachers’ Intercultural Dialogue." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_4.
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AbstractIn this chapter, we explore the politics of music teacher reflexivity that emerged in a transnational collaboration between two institutions, the Nepal Music Center (NMC) and the Sibelius Academy, University of the Arts Helsinki when co-developing intercultural music teacher education. We examine in particular the reflexivity in this intercultural dialogue and how the collaboration became a complex field of issues of power related to social positions and epistemologies. Such reflexivity may act as an invitation to discomfort but at the same time as an invitation to deep professional learning. The empirical material was generated in the flow of activities within teachers’ pedagogical studies organized by the Sibelius Academy for the NMC teachers in Nepal. The authors’ experiences and the omnipresent colonial setting were taken as a backdrop of the overall interpretation and discussion. We argue that in an intercultural dialogue, negotiating one’s premises, stance, and the ethical relations with the Other requires reflection on one’s existential groundings. However, professional learning in intercultural dialogue is prone to persistent paradoxes that cannot be swiped away, or even solved. The politics of reflexivity thus keeps the questions open, with no final answers or ultimate solutions.
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Goldenberg, Shira M., Ruth Morgan Thomas, Anna Forbes, and Stefan Baral. "Overview and Evidence-Based Recommendations to Address Health and Human Rights Inequities Faced by Sex Workers." In Sex Work, Health, and Human Rights. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64171-9_1.
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AbstractThis volume uses community case studies and data from around the world to highlight the sustained health and social inequities that sex workers in all of their diversity experience in 2020. Guided by a balanced community–academic partnership, this volume aims to ensure that sex workers’ voices are amplified in describing both challenges and the ways forward. Collectively, the chapters describe an elevated burden of HIV, sexually transmitted infections, drug-related harms, violence and other human rights violations, and significant unmet sexual and reproductive health needs. They also demonstrate that sex workers are not passive recipients of such inequity, but rather actively resist and continue to mobilise to advocate for improved health, safety, and human rights conditions and policy changes. Evidence-based recommendations include sex work decriminalisation, ensuring accessible and sex worker-friendly services, removal of punitive policing and surveillance, community empowerment, and strengthening capacity for community engagement in research, policy, and programmes.
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Manzi, Hilda, and Joseph P. Gweyi-Onyango. "Agro-ecological Lower Midland Zones IV and V in Kenya Using GIS and Remote Sensing for Climate-Smart Crop Management." In African Handbook of Climate Change Adaptation. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42091-8_35-1.
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AbstractFood production in Kenya and Africa in recent past has experienced vagaries of weather fluctuations which ultimately have affected crop yield. Farming in Kenya is localized in specific Agro-ecological zones, hence understanding crop growth responses in particular regions is crucial in planning and management for purposes of accelerating adoption. A number of strategies for adoption and adaptation to changing weather patterns have been deployed yet only limited challenges have been partially addressed or managed. This chapter examines previous methods used in classifying agro-ecological zones and further provides additional insightful parameters that can be adopted to enable farmers understand and adapt better to the current variable and unpredictable cropping seasons. The chapter scrutinizes past and current documented information on agro-ecological zonal valuations coupled with the use of earth observation components such as air temperature at surface, land surface temperature, evapotranspiration, soil, temperature, and soil and moisture content in order to better understand and effectively respond to new phenomena occurring as a result of climate change in the marginal agricultural areas. Significant variations in precipitation, ambient temperature, soil moisture content, and soil temperature become evident when earth observation data are used in evaluation of agro-ecological lower midland zones IV and V. The said variations cut across areas within the agro-ecological zones that have been allocated similar characteristics when assigning cropping seasons. The chapter summarizes the outcomes of various streams of contributions that have reported significant shifts or changes in rainfall and temperature patterns across Kenya and wider Eastern Africa region. The chapter highlights the need for re-evaluation of the agro-ecological zones based on the recent earth observation datasets in their diversity. The research emphasizes the use of multiple climate and soil-related parameters in understanding climate change in the other marginal areas of Kenya.
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Manzi, Hilda, and Joseph P. Gweyi-Onyango. "Agro-ecological Lower Midland Zones IV and V in Kenya Using GIS and Remote Sensing for Climate-Smart Crop Management." In African Handbook of Climate Change Adaptation. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45106-6_35.
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AbstractFood production in Kenya and Africa in recent past has experienced vagaries of weather fluctuations which ultimately have affected crop yield. Farming in Kenya is localized in specific Agro-ecological zones, hence understanding crop growth responses in particular regions is crucial in planning and management for purposes of accelerating adoption. A number of strategies for adoption and adaptation to changing weather patterns have been deployed yet only limited challenges have been partially addressed or managed. This chapter examines previous methods used in classifying agro-ecological zones and further provides additional insightful parameters that can be adopted to enable farmers understand and adapt better to the current variable and unpredictable cropping seasons. The chapter scrutinizes past and current documented information on agro-ecological zonal valuations coupled with the use of earth observation components such as air temperature at surface, land surface temperature, evapotranspiration, soil, temperature, and soil and moisture content in order to better understand and effectively respond to new phenomena occurring as a result of climate change in the marginal agricultural areas. Significant variations in precipitation, ambient temperature, soil moisture content, and soil temperature become evident when earth observation data are used in evaluation of agro-ecological lower midland zones IV and V. The said variations cut across areas within the agro-ecological zones that have been allocated similar characteristics when assigning cropping seasons. The chapter summarizes the outcomes of various streams of contributions that have reported significant shifts or changes in rainfall and temperature patterns across Kenya and wider Eastern Africa region. The chapter highlights the need for re-evaluation of the agro-ecological zones based on the recent earth observation datasets in their diversity. The research emphasizes the use of multiple climate and soil-related parameters in understanding climate change in the other marginal areas of Kenya.
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Bentz, Johnell, Jamie N. Pearson, and Allison Witt. "Study Abroad Australia." In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1057-4.ch006.
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Research findings suggest that teaching experiences abroad have a significant impact on participant outcomes and perceptions; however, findings have also indicated that short-term experiences in particular, may not have the same impact as long-term study abroad experiences. This chapter highlights the facilitators and challenges of planning and developing a short-term, faculty-led experience abroad to Australia for preservice teachers. This three-week study abroad experience included immersive experiences and a commitment to critically examining issues surrounding diversity. The authors also describe a research study that was embedded in the study abroad program, known as Photovoice. Photovoice was employed as a means to document the preservice teachers' experiences and perceptions related to diversity. Participant photos and descriptions represent student perceptions of how diversity is represented in Australian schools and society.
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Burris, Jade. "Early Experiences With Family Involvement." In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch024.
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This chapter reviews the impact early experiences with family involvement have on young children and their families, early childhood programs, and teachers. The author discusses the growing demand for early childhood services, characterized by a growing and changing society. There is discussion of developmentally appropriate practices and the ethical conduct of early childhood teachers as they navigate issues of social justice related to family involvement and engagement. The author presents findings from a recent pilot study to illustrate the successes and challenges experienced by eight diverse early childhood programs as they reflected on their family involvement practices. The author also emphasizes the importance of promoting equity and celebrating diversity through family involvement practices including examples, successes, and challenges that may arise.
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Robinson, Petra A., and Julie J. Henriquez Aldana. "Making Lemonade From the Lemon of Cultural Taxation." In Handbook of Research on Diversity and Social Justice in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5268-1.ch001.
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“When life gives you lemons, make lemonade” is a common phrase used to inspire optimism despite facing adversity. The purpose of this chapter is to acknowledge the prevalence and burden of cultural taxation (the figurative lemon) in academia and to illustrate how faculty of color can design and teach race-related courses that help to develop global citizens who think critically and value reflexivity and diversity (make lemonade). In doing so, faculty can promote social justice while helping to erode the status quo related to this taxation. Based on the findings of a qualitative research study, the authors outline various perspectives from students who report experiencing personal transformations as a result of taking a graduate level class related to diversity and social justice. The chapter also focuses on the experiences of the faculty member who taught the class as part of the curriculum in an Adult Education doctoral program in the USA.
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Aguilar, Mariya Gavrilova, Pamela Bracey, and Jeff Allen. "Examining the Diversity Curriculum of Leading Executive MBA Programs in the United States." In Handbook of Research on Workforce Diversity in a Global Society. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1812-1.ch002.
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Properly managed diversity practices enable organizations to maximize human capital, create a sustainable competitive advantage, attract more customers, and become more profitable. Many organizations conduct diversity training to address workplace diversity issues. Top management communicates the value of and commitment to diversity, whereas managers facilitate an environment that embraces diversity. Diversity management has emerged as a prominent strategy to handle diversity issues. This chapter examines diversity curriculum of leading Executive MBA (EMBA) programs in the United States and highlights the current state of the educational environment in addition to explaining how curriculum supports diversity and inclusion reforms at the organizational level. Through content analysis, the authors summarized the diversity topics featured in 20 leading EMBA programs in the United States. None of the reviewed programs explicitly utilized the word “diversity” in any of their core or elective course titles, and only three (3) explicitly mentioned the words “diverse” or “diversity” within course descriptions. Nevertheless, the data suggest that programs do seek to offer some form of experiences which have the potential and intent to enhance cultural awareness. The majority of programs under study require students to travel to a foreign country to participate in global travel exploration. The authors provide recommendations for future research related to effectively implementing diversity practices and curriculum so that leaders become better equipped to address the challenges of diversity for their organizations.
Conference papers on the topic "Diversity-related experiences"
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Hsu, Yao-Tung. "Dedicated Commercial Power Distribution Panels for Nuclear Safety Related Application." In 2014 22nd International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/icone22-30247.
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Six nuclear power reactors in Taiwan have been operating over beyond thirty years. They are all operated by Taiwan Power Company (TPC) and expected to have 40-year lifetimes. The limited original suppliers and obsolete components are the challenge to comply with current licensing basis and maintaining a high level reliability. Therefore, the procurement of basic components from the second source is very important to the plant safety and operation. This paper describes the dedication process applied to commercial power distribution panels in a harsh environment. The safety functions of power distribution panels provided backup power input connection for mobile diesel generators while station blackout (SBO). After Fukushima-Accident, the utility needs to setup diversity power to comply with regulatory requirements in Taiwan. The power distribution panels dedication activity include the function testing, aging, seismic qualifications (SQ), and environmental qualifications (EQ) based on EPRI NP 5652, IEEE Std. 323, and IEEE Std. 344 standards. Some subcomponents could not meet the acceptance criteria during testing and the anomalies were noticed to the customer and the utility. One of these anomalies reported to regulatory due to the subcomponent failure after accident radiation endurance test. Commercial-Grade Item dedication is second source to obtain safety related components according to 10 CFR 21.3 definitions. In the past nineteen years, Institute of Nuclear Energy Research (INER) has actively performed the dedication service to help local nuclear power plants solve their procurement problems of nuclear grade items, due to reduced availability of qualified suppliers and/or obsolete issues of qualified components. Although the codes and standards for dedication in Taiwan refer to those in USA, the challenges may happen due to different regulators, utility, manufacture’s quality culture, and personal responsibility. This paper introduces the self-reliant experiences in dedication and economic benefit to local nuclear power plants.
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Ortega-Tudela, Juana M., Elena M. Diaz-Pareja, África M. Cámara-Estrella, and Mercedes LLorent-Vaquero. "DESIGN THINKING IN FUTURE TEACHERS TRAINING." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end070.
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Innovation in education entails not only the incorporation of technological tools and applications, but also the implementation of methodologies that could break the inertia and incorporate processes of Divergent Thinking. Future teachers must be creative professionals capable of developing professional activities to improve and not only to replicate the social experience in order to create new learning experiences. In this way, the main aim of our work was to explore how the use of Design Thinking Methodology improves learning processes in a group of 75 college students of the Primary Education Degree. This group of students, divided into 21 smaller working groups, created different educational videos and multimedia design projects through Design Thinking methodology. They were also encouraged to use Social Networks (specifically Instagram) to present and publicize the progress they were making on their work, in order to obtain feedback from their classmates. All the projects developed were related to three thematic areas: Art for everyone; Attention to diversity and Making great neighborhoods. At the end of the creation process, we analysed the students’ perception of how the design thinking methodology helps them through their learning process. Based on an ad hoc questionnaire, the impact of the use of Design Thinking in the learning process and its influence on variables such as motivation, communication, creativity, among others, was studied. The results show that the use of this methodology had a positive impact on practically all the variables, facilitating and optimizing the learning process of future teachers.
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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.
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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
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Geddes, Bruce, and Ray Torok. "Digital I&C Operating Experience in the US." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48862.
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The Electric Power Research Institute (EPRI) is conducting research in cooperation with the Nuclear Energy Institute (NEI) regarding Operating Experience of digital Instrumentation and Control (I&C) systems in US nuclear power plants. The primary objective of this work is to extract insights from US nuclear power plant Operating Experience (OE) reports that can be applied to improve Diversity and Defense in Depth (D3) evaluations and methods for protecting nuclear plants against I&C related Common Cause Failures (CCF) that could disable safety functions and thereby degrade plant safety. Between 1987 and 2007, over 500 OE events involving digital equipment in US nuclear power plants were reported through various channels. OE reports for 324 of these events were found in databases maintained by the Nuclear Regulatory Commission (NRC) and the Institute of Nuclear Power Operations (INPO). A database was prepared for capturing the characteristics of each of the 324 events in terms of when, where, how, and why the event occurred, what steps were taken to correct the deficiency that caused the event, and what defensive measures could have been employed to prevent recurrence of these events. The database also captures the plant system type, its safety classification, and whether or not the event involved a common cause failure. This work has revealed the following results and insights: - 82 of the 324 “digital” events did not actually involve a digital failure. Of these 82 non-digital events, 34 might have been prevented by making full use of digital system fault tolerance features. - 242 of the 324 events did involve failures in digital systems. The leading contributors to the 242 digital failures were hardware failure modes. Software change appears as a corrective action twice as often as it appears as an event root cause. This suggests that software features are being added to avoid recurrence of hardware failures, and that adequately designed software is a strong defensive measure against hardware failure modes, preventing them from propagating into system failures and ultimately plant events. 54 of the 242 digital failures involved a Common Cause Failure (CCF). - 13 of the 54 CCF events affected safety (1E) systems, and only 2 of those were due to Inadequate Software Design. This finding suggests that software related CCFs on 1E systems are no more prevalent than other CCF mechanisms for which adherence to various regulations and standards is considered to provide adequate protection against CCF. This research provides an extensive data set that is being used to investigate many different questions related to failure modes, causes, corrective actions, and other event attributes that can be compared and contrasted to reveal useful insights. Specific considerations in this study included comparison of 1E vs. non-1E systems, active vs. potential CCFs, and possible defensive measures to prevent these events. This paper documents the dominant attributes of the evaluated events and the associated insights that can be used to improve methods for protecting against digital I&C related CCFs, applying a test of reasonable assurance.
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Calhoun, David J., and Mark A. Gake. "Earthquake Experience Data Point to Benefit of Diverse Backup Power." In ASME 2014 Power Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/power2014-32059.
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Operating nuclear power plants typically have backup electrical power supplied by diesel generators. Although backup power systems are designed with redundant trains, each capable of supplying the power requirements for safe shutdown equipment, there is a common-mode seismic failure risk inherent in these customary backup power arrangements. In an earthquake, multiple equipment trains with similar, if not identical, components located side-by-side are exposed to inertial forces that are essentially identical. In addition, because of their similar subcomponent configurations, seismic fragilities are approximately equal. In that case, the probability of multiple backup power system failures during an earthquake is likely to be dependent on, and nearly the same as, the individual seismic failure probability of each equipment train. Post-earthquake inspections at conventional multiple unit power stations over the last 40 years identified this common-mode seismic failure risk long before the tsunami-related common-mode failures of diesel generators at Fukushima Daiichi in March 2011. Experience data from post-earthquake inspections also indicate that failure probabilities of diverse sets of power generation equipment are independent and inherently less susceptible to common-mode failures. This paper demonstrates that employing diverse backup power designs will deliver quantifiable improvements in electrical system availability following an earthquake. These improvements are illustrated from available literature of post-earthquake inspection reports, along with other firsthand observations. A case study of the seismic performance of similarly configured electrical power generation systems is compared to the performance of diverse sets of electrical power systems. Seismic probabilistic risk analyses for several system configurations are presented to show the benefit of improved post-earthquake availability that results from designing new backup power systems with greater diversity.
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Carabal Montagud, María Ángeles, Virginia Santamarina Campos, María Victoria Esgueva López, and Sofía Vicente Palomino. "Cooperative learning and brainstorming as didactic strategies in conservation and restoration of cultural assets." In INNODOCT 2019. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10089.
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This article exposes the tools of cooperative learning and brainstorming as a didactic strategy, in which teamwork, diversity, interaction between the students and feedback between them are promoted as the main source of learning. In professions related to the conservation and restoration of cultural assets, we work as a team, thus is fundamental that the students' training prepares them for this work reality and enables them to be part of and lead these teams, fostering cross-cutting skills such as communication effective, critical thinking, application and practical thinking among others. We will present the case of a teaching experience, in which cooperative learning is a fundamental tool to solve one of the practices of the subject “Introduction to the Conservation and Restoration of golds and polychromies” of the Degree in Conservation and Restoration of Cultural Assets in Universitat Politècnica de València. The practice consists in the identification of manufacturing techniques, and focuses on the subsequent professionalization and comprehensive training of students. The results obtained from it show how peer learning is an effective, dynamic strategy with infinite possibilities.
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Sui, Hang, and Dongfeng Yang. "Analysing the perceptions of the elderly on space vitality and related environmental factors based on residential community." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/htiy4115.
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Environmental perception of the residential community has a non-negligible impact on a healthy lifestyle for the elderly. The perceived level- and actual satisfaction- of the elderly offered by the “space vitality” of the residential community is closely related to the physical and mental health for the elderly which also largely determines their quality of life. From the perspective of urban planning, it is a crucial measure to identify and effectively regulate the critical environmental impact factors of the residential community that affect the perception and experience of the elderly, to promote the construction of the age-friendly community. This paper took Dalian, China as the research range, and took the elderly as the object of research in relation to the perception of space vitality within the residential community and its associated environment-related factors. Correlation analysis was used to identify the potential environmental factors related to the perception of space vitality by the elderly. It found that the general level of the elderly's perception of space vitality has a positive correlation with many elements of the built environment e.g., the perception of the diversity, or the landscape of leisure places, which are both related to overall spatial quality. However, it does not show a significant correlation with the social environment. Therefore, useful suggestions are made on how to improve the elderly’s perception of space vitality within the residential community, particularly in prior planning and design practice. The optimization of the spatial quality of the built environment should be the core point of concern. By optimizing the arrangement of the relevant elements of the site, the elderly’s level of perception and satisfaction with the space vitality of the residential community should improve; furthermore, the physical and mental health of the elderly will be promoted in line with their quality of life.
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Novikova, Tatiana. "Discourse of Parenthood in the Space of Contemporary Sociocultural Reality." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-18.
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Under the modern sociocultural reality, parenthood is highly prioritised among the issues of education of children and their integration into the social space. The positioning of parenthood in the framework of public discourse suggests a so-called ‘parenthood turn’ where parenthood is the key to understanding and addressing the widest range of issues related to the social identity of personality. The purpose of this article is to examine the main parenthood implementation patterns existing in the space of contemporary culture, and to research into publicity and privacy in the context of each of the concerned patterns. The methodological basis of the study is represented by systemic, ethno-psychological, and phenomenological approaches allowing us to analyse the parenthood phenomenon in terms of super-individual and subjective-personal determination, and to highlight discursive parenthood patterns implementable within the space of contemporary culture. The article covers such concepts as ‘traditional’ and ‘contemporary’ parenthood. The main markers characterising these concepts have been presented. The mobility of the modern sociocultural reality, the transparency of national and cultural boundaries sets a number of prerequisites that change the sociocultural perception of parenthood. As transmittable within the framework of public discourse, these prerequisites at the level of personal choice are implementable throughout the range of possible patterns of parenthood. The diversity and variability of the parenthood experience implementation implies the extension of boundaries of parenthood normativity in culture. That said, the normativity criteria shall be set up both on the basis of external social-demographic, economical, and other prerequisites, and much more on the maturity of inner attitudes of the parent understanding and accepting the permanency of the parenthood experience, and taking on the responsibility for the freedom assumed under this permanency.
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Kamenjarska, Tanja, and Igor Ivanovski. "IMPACT OF BOARD CHARACTERISTICS ON FIRM PERFORMANCE: DYNAMIC PANEL EVIDENCE OF THE INSURANCE INDUSTRY IN THE REPUBLIC OF NORTH MACEDONIA." In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2020. http://dx.doi.org/10.47063/ebtsf.2020.0027.
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Corporate governance is a crucial mechanism for the organizations’ actions to maintain market successful adequate and targeted policies and long-term strategies that ensure the maximization of shareholders’ benefits. The board of directors is appointed by organizations’ shareholders and its main role is to be responsible and accountable and to ensure enforcement of the top management acts concerning the fulfillment of the shareholder’s interests. For this to be achieved, it is important for the board to be efficient, effective, and focused on protecting the organization and shareholder’s interests. Good corporate governance and more specifically, board characteristics play a central role in companies’ management, coordination, and control mechanisms. The paper analyses various theoretical and empirical findings regarding the prominence of various board characteristics within companies and particularly evaluates the impact of board characteristics on the financial performance of listed companies in the insurance industry in the Republic of North Macedonia. The financial ratio ROA is used as a proxy and as a variable for firm performance while the board experience, CEO duality, board size, board composition, and gender diversity are set to be as independent variables. Based on the variables related to board characteristics, hypotheses are developed and their impact upon firm performance is examined with the use of Generalized Methods of Moments (GMM), a pairwise correlation matrix, as well as with multicollinearity VIF test. In that direction, this paper aims to determine the level of effectiveness of current governance mechanisms and based on the results, propose measures and actions for successfully handling agency costs while maximizing governance capability and performance in the insurance sector in the Republic of North Macedonia.
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Negi, Keizo, Keizo Negi, Takuya Ishikawa, Takuya Ishikawa, Kenichiro Iba, and Kenichiro Iba. "MEASURES FOR ENVIRONMENT CONSERVATION IN ENCLOSED COASTAL SEAS." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b4316091bec.
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Japan experienced serious water pollution during the period of high economic growth in 1960s. It was also the period that we had such damages to human health, fishery and living conditions due to red tide as much of chemicals, organic materials and the like flowing into the seas along the growing population and industries in the coastal areas. Notable in those days was the issues of environment conservation in the enclosed coastal seas where pollutants were prone to accumulate inside due to low level of water circulation, resulting in the issues including red tide and oxygen-deficient water mass.
 In responding to these issues, we implemented countermeasures like effluent control with the Water Pollution Control Law and improvement/expansion of sewage facilities. In the extensive enclosed coastal seas of Tokyo Bay, Ise Bay and the Seto Inland Sea, the three areas of high concentration of population, we implemented water quality total reduction in seven terms from 1979, reducing the total quantities of pollutant load of COD, TN and TP. Sea water quality hence has been on an improvement trend as a whole along the steady reduction of pollutants from the land. We however recognize that there are differences in improvement by sea area such as red tide and oxygen-deficient water mass continue to occur in some areas. Meanwhile, it has been pointed out that bio-diversity and bio-productivity should be secured through conservation/creation of tidal flats and seaweed beds in the view point of “Bountiful Sea”
 To work at these challenges, through the studies depending on the circumstances of the water environment in the enclosed coastal seas, we composed “The Policy of Desirable State of 8th TPLCS” in 2015. We have also added the sediment DO into the water quality standard related to the life-environmental items in view of the preservation of aquatic creatures in the enclosed water areas.
 Important from now on, along the Policy, is to proceed with necessary measures to improve water quality with good considerations of differences by area in the view point of “Beautiful and bountiful Sea”.