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This work is situated in the field of childhood studies, which conceives the child as an active subject in society and who is, among other factors, marked by its generational position in front of other generations. In this opportunity, we reflect about how Brazilian kids who live in the urban space and in a very specific adversity context (the streets) are perceived. The objective was to understand how adults perceive those children in homeless situation, and how do they face the duty of childhood protection once it is applied to those specific children. In order to do this, we present the results of two qualitative researches, separately developed by the authors, in three different cities in Brazil, from Northeastern and Southeastern, counting on a total number of 77 adults. They participated through individual and group interviews. The registers of the fieldwork were analyzed and generated categories which deal with the question of who carries the responsibility over children in homeless situation, as well as the protection of marginalized childhood. Based on the empirical work from two researches, we realized that the adults make a differentiation between children who have the streets as their home and those who don't. The participants elected the State as the major responsible for the children in homeless situation. For this marginalized childhood, part of the adults elected governmental institutions as the sole responsible for providing any kind of treatment to the children in homeless situation, which not necessarily means a measure of protection. "Accountability" and "punishment" were much more often mentioned by the adults than "protection". As a conclusion, we saw that the adults have not felt invited to protect marginalized childhood, since they primarily thought about their own protection and even went to a state of neglect towards those children. The acknowledgement of the "pickpockets" was given only by negative means, since the child in homeless situation was seen for some as an evil who acts deliberately, so that this was the only moment when those children were regarded in an active manner. ; publishedVersion ; Published by Universidade do Estado do Rio de Janeiro under a CC BY-NC 4.0 license (https://creativecommons.org/licenses/by-nc/4.0/)

The paper presents a pedagogical approach to civic education characterized by the combination of the dialectical (or Socratic) method and theatrical techniques and then it reflects on the effectiveness of the teaching approach in the light of its experimentation in the classroom with students. The teach-ing strategy was developed within the European project Forming active European Citizens through the dialectical method and theater (EAR) in order to promote the skills, attitudes, knowledge and values mentioned in the Competence Framework for Democratic Culture published in 2018. The contribution focuses on the discussion of the results of a participatory actionresearch carried out in two Italian Comprehensive Schools, demonstrating how the EAR teaching methodology has contributed to consolidate and develop some important citizenship competences, in particular inclusive cooperation, empathy, active listening and civic-mindedness. ; L'articolo presenta una metodologia didattica di educazione civica caratterizzata dall'impiego congiunto del metodo dialettico (o socratico) e delle tecniche teatrali per poi riflettere sull'efficacia dell'approccio didattico alla luce della sua sperimentazione in aula con gli studenti. La metodologia didattica è stata elaborata nell'ambito del progetto europeo Forming active European Citizens through the dialectical method and theater (EAR) al fine di promuovere le abilità, le attitudini, le conoscenze e i valori menzionati nel Quadro di competenze per la cultura democratica del 2018. Il contributo si sofferma sulla discussione dei risultati di una ricerca-azione partecipativa condotta in due Istituti Comprensivi italiani andando a dimostrare in che modo la metodologia didattica EAR abbia contribuito a consolidare e sviluppare alcune importanti competenze di cittadinanza, in particolare la capacità di cooperazione inclusiva, l'empatia, l'ascolto attivo e il senso civico.

The popular education is a collective apprenticeship, aiming at competency in diagnosis, rational analysis and critical awareness of the active citizenhip allowing each person to consciously understand his own particular social experience. The sociocultural animation leaders are general practitioners involved in treating relationship disorder through dialogue and a working interactive partnership in order to re-enforce or change the social link. There is a subtle alchemy in the relationship between volunteers and professionals in order to generate a collective skill : social partnership, the basis of which is built on common values in the construction of a political project. Non-formal learning systems need to be recognized as having an underlying educational purpose within inter-generational social groups, in life-long permanent education, in cultural democracy and in active citizenship. Associating with others gives opportunities for self-training in close surroundings, primarily through active listening and cooperation, debating citizen needs, elaborating constructive analyses on social and political action and proposing alternative answers. Educating citizens is about confering skills in discussion allowing people to understand specific issues and to debate various measures offering satisfactory solutions. Being able to solve problems comes from evaluating, experimenting, taking risks together and making choices after deliberation. Thinking and exchanging helps to bring knowledge about specific situations and a way of looking at reality that confers meaning and tolerance. Having the capacity to evaluate different contexts gives the possibility of imagining measures which could modify the environment and inherent social inequality ; L'éducation populaire est un apprentissage collectif à la compétence diagnostique, à l'argumentation rationnelle, à la réflexion critique sur la participation citoyenne pour que chacun puisse conscientiser son expérience sociale. Les animateurs socioculturels sont des généralistes ...

The popular education is a collective apprenticeship, aiming at competency in diagnosis, rational analysis and critical awareness of the active citizenhip allowing each person to consciously understand his own particular social experience. The sociocultural animation leaders are general practitioners involved in treating relationship disorder through dialogue and a working interactive partnership in order to re-enforce or change the social link. There is a subtle alchemy in the relationship between volunteers and professionals in order to generate a collective skill : social partnership, the basis of which is built on common values in the construction of a political project. Non-formal learning systems need to be recognized as having an underlying educational purpose within inter-generational social groups, in life-long permanent education, in cultural democracy and in active citizenship. Associating with others gives opportunities for self-training in close surroundings, primarily through active listening and cooperation, debating citizen needs, elaborating constructive analyses on social and political action and proposing alternative answers. Educating citizens is about confering skills in discussion allowing people to understand specific issues and to debate various measures offering satisfactory solutions. Being able to solve problems comes from evaluating, experimenting, taking risks together and making choices after deliberation. Thinking and exchanging helps to bring knowledge about specific situations and a way of looking at reality that confers meaning and tolerance. Having the capacity to evaluate different contexts gives the possibility of imagining measures which could modify the environment and inherent social inequality ; L'éducation populaire est un apprentissage collectif à la compétence diagnostique, à l'argumentation rationnelle, à la réflexion critique sur la participation citoyenne pour que chacun puisse conscientiser son expérience sociale. Les animateurs socioculturels sont des généralistes ...

The perception of patient about quality healthcare differs because the mode of rendering healthcare services and what is considered quality healthcare services differs from one Primary Health Care (PHC) centre to another. The study therefore assessed the perceived quality of healthcare services by out-patients attending PHC facilities in a selected local government area, Ilorin, Kwara-State, Nigeria. A quantitative design (descriptive survey) was used for the study. The sample consisted of 394 respondents drawn through multi-stage sampling. A pretested, self-administered questionnaire was used to collect data. The data was analysed with SPSS version 20 and subjected to descriptive statistics. The findings revealed that most of the respondents had poor perception of patient-centred healthcare services; 54.8% disagreed that healthcare providers involve them in decisions concerning their care; 53.6% agreed that healthcare providers show understanding when listening to patients; 51.8% agreed that the hospital environment does not pose any physical or mental danger to them or their babies; 62.9% agreed the care they receive produce the expected results; 54.3% agreed that patients wait longer than expected to see a doctor/nurse or other healthcare worker; majority of the respondents, 62.7% disagreed that the hospital uses innovative ways to avoid delays in healthcare delivery; 61.7% were moderately satisfied with the information given to them about their care; while 48.2% were dissatisfied with the cleanliness of the waiting, treatment and toilet facilities. The study concluded that dimensions of healthcare quality perceived by patients significantly contributed to overall levels of satisfaction with healthcare services in PHC facilities. Therefore, it is recommended that, management of PHC facilities should focus on the quality, cleanliness, responsive services, as well as focus on improving the communication skills of staff in terms of compassion, politeness and active listening. Keywords: Assessment, Quality, ...

Music is known to have the power to induce strong emotions. The present study assessed, based on Electroencephalography (EEG) data, the emotional response of terminally ill cancer patients to a music therapy intervention in a randomized controlled trial. A sample of 40 participants from the palliative care unit in the Hospital del Mar in Barcelona was randomly assigned to two groups of 20. The first group [experimental group (EG)] participated in a session of music therapy (MT), and the second group [control group (CG)] was provided with company. Based on our previous work on EEG-based emotion detection, instantaneous emotional indicators in the form of a coordinate in the arousal-valence plane were extracted from the participants' EEG data. The emotional indicators were analyzed in order to quantify (1) the overall emotional effect of MT on the patients compared to controls, and (2) the relative effect of the different MT techniques applied during each session. During each MT session, five conditions were considered: I (initial patient's state before MT starts), C1 (passive listening), C2 (active listening), R (relaxation), and F (final patient's state). EEG data analysis showed a significant increase in valence (p = 0.0004) and arousal (p = 0.003) between I and F in the EG. No significant changes were found in the CG. This results can be interpreted as a positive emotional effect of MT in advanced cancer patients. In addition, according to pre- and post-intervention questionnaire responses, participants in the EG also showed a significant decrease in tiredness, anxiety and breathing difficulties, as well as an increase in levels of well-being. No equivalent changes were observed in the CG. ; This work was partly sponsored by Fundación Memora, the Spanish TIN project TIMUL (TIN2013-48152-C2-2-R), and the European Union Horizon 2020 research and innovation program under grant agreement No. 688269 (TELMI project).

The author shares his understanding of the confrontations between East and West during the Cold War in the dangerous phase of the first half of the 1980s, from his unique vantage point of life in the two German states, first as a Norwegian Visiting Lecturer in Communist East Germany at the University of Greifswald 1980 – 81, then as an official of the Norwegian Ministry of Foreign Affairs 1981 – 84, which brought him as diplomat to Bonn, the capital of West Germany, 1984-87. These experiences from Germany in the 1980s he will then analyze critically from the vantage point of a succession of encounters with former East German officials, starting 2016 until he in October of 2019 was a Visiting Research Fellow, Gastwissenschaftler , at the German Institute for Contemporary History, Department for the Cold War in Berlin. The methodology of this article works with the standard procedure in diplomatic fact-finding and analyses, abductive reasoning from confidential conversations.The article follows the standard procedure for drawing on confidential conversations, Chatham House Rule, abbreviated CHR. What someone says may be quoted, but the identity of sources and their affiliated institutions remain confidential. The author denotes this methodology exploratory conversation , inferring by active listening. By this methodology, the researcher may gain insights into the set of assumptions, the underlying mental models that determine the perceptions of options. In mental models, language constructs the shared sense of social reality and serve as repository of vast accumulations of meaning and experience.

Background. In emergencies and resource-poor settings, non-specialists are increasingly being trained to provide psychosocial support to people in distress, with Psychological First Aid (PFA) one of the most widely-used approaches. This paper considers the effectiveness of short training programmes to equip volunteers to provide psychosocial support in emergencies, focusing particularly on whether the PFA training provided during the Ebola outbreak enabled non-specialists to incorporate the key principles into their practice. Methods. Semi-structured interviews were conducted in Sierra Leone and Liberia with 24 PFA trainers; 36 individuals who participated in PFA training; and 12 key informants involved in planning and implementing the PFA roll-out. Results. Findings indicate that many PFA training-of-trainers were short and rarely included content designed to develop training skills. As a result, the PFA training delivered was of variable quality. PFA providers had a good understanding of active listening, but responses to a person in distress were less consistent with the guidance in the PFA training or with the principles of effective interventions outlined by Hobfoll et al. Conclusions. There are advantages to training non-specialists to provide psychosocial support during emergencies, and PFA has all the elements of an effective approach. However, the very short training programmes which have been used to train non-specialists in PFA might be appropriate for participants who already bring a set of relevant skills to the training, but for others it is insufficient. Government/NGO standardisation of PFA training and integration in national emergency response structures and systems could strengthen in-country capacity.

La crisi del welfare state sta causando, tra le sue conseguenze, anche una sempre più ridotta disponibilità di intervento da parte dei Comuni italiani. In alcune aree già problematiche per ragioni socio-economiche e soprattutto politiche, peraltro, tale crisi prefigura una totale assenza degli enti pubblici nei contesti urbani più periferici. L'obiettivo del presente contributo consiste nell'analisi di un caso studio specifico (Villa San Pio a Partinico), per poi indurre – secondo un principio ermeneutico e un processo qualitativo – alcune considerazioni generali sul ruolo dello spazio pubblico urbano come bene comune. L'area di Villa San Pio nasce, nelle previsioni di un Piano di Zona del 1973, come area a verde attrezzato all'interno di un quartiere PEEP, ma viene ignorata dalle istituzioni e rimane a lungo in stato di degrado. Nel 2008 gli abitanti, a seguito di ripetute richieste inascoltate dall'ente comunale, costituiscono un comitato spontaneo per la gestione e manutenzione della villa, ignorando qualsiasi regolamento cittadino e appropriandosi (del tutto illegalmente, ma forse non illegittimamente) dello spazio in questione, trasformandolo in luogo comune. Attraverso indagini qualitative (osservazione partecipante, interviste e focus group, shadowing, active listening, camminata di quartiere, ecc.), il contributo ricostruisce un processo, in accordo con i dettami della non-representational theory, capace di mostrare come gli abitanti della zona PEEP abbiano posto l'amministrazione comunale di fronte a un nuovo concetto di bene comune, e contemporaneamente abbiano messo in crisi l'accezione unicamente positiva di commoning, evidenziando le sue potenziali criticità.

From Europe PMC via Jisc Publications Router ; History: ppub 2019-01-01, epub 2019-05-07 ; Publication status: Published ; Background:In emergencies and resource-poor settings, non-specialists are increasingly being trained to provide psychosocial support to people in distress, with Psychological First Aid (PFA) one of the most widely-used approaches. This paper considers the effectiveness of short training programmes to equip volunteers to provide psychosocial support in emergencies, focusing particularly on whether the PFA training provided during the Ebola outbreak enabled non-specialists to incorporate the key principles into their practice. Methods:Semi-structured interviews were conducted in Sierra Leone and Liberia with 24 PFA trainers; 36 individuals who participated in PFA training; and 12 key informants involved in planning and implementing the PFA roll-out. Results:Findings indicate that many PFA training-of-trainers were short and rarely included content designed to develop training skills. As a result, the PFA training delivered was of variable quality. PFA providers had a good understanding of active listening, but responses to a person in distress were less consistent with the guidance in the PFA training or with the principles of effective interventions outlined by Hobfoll et al. Conclusions:There are advantages to training non-specialists to provide psychosocial support during emergencies, and PFA has all the elements of an effective approach. However, the very short training programmes which have been used to train non-specialists in PFA might be appropriate for participants who already bring a set of relevant skills to the training, but for others it is insufficient. Government/NGO standardisation of PFA training and integration in national emergency response structures and systems could strengthen in-country capacity.

This dissertation analyzes the Inuit Circumpolar Council (ICC) as a peacemaking tool in conflicts around climate change for Inuit in Nunavut/ Canada and Greenland. Climate change, a form of colonialism, exposes Inuit to conditions of structural violence. Processes of decolonization are needed for conflict transformation (CT). The question of whether the ICC is an agent of peacemaking was approached from two perspectives: the ICC/ international perspectives and the community/ local perspectives. This qualitative research is aligned with an Inuit research paradigm that is based on Inuit knowledge. It involved observation, content analysis, and quantitative surveys. The main research method was conversation (with ICC representatives from Greenland and Canada and with local Inuit from Maniitsoq/ Greenland and Panniqtuuq/ Nunavut). Decolonization as both processes of assimilation into the dominant structure and processes of resistance against the dominant structure is reflected in the Hybrid Peace model that incorporates local/ Indigenous conflict resolution approaches with imported/ Western peacemaking tools. This study's first key finding is that the ICC is an agent of Hybrid Peacemaking for Inuit in conflicts related to climate change because it combines pre-contact Inuit forms of conflict resolution rooted in Inuit knowledge (e.g. working collaboratively toward a common goal, pragmatism, conflict avoidance, and public conflict resolution) with typical Western conflict resolution mechanisms (e.g. establishing a non-governmental organization, dealing with political decision-makers, and actively co-creating the international political level to enhance the voice of Inuit). The second key finding is that there is a rich array of Everyday Peacemaking processes in both communities, wherein local Inuit have realized innovative and creative ways of coping with their daily challenges by sharing time with each other, developing and maintaining relationships, active listening, entertaining, and healing by being in nature. ...

This paper presents the results of a process of research based on accompaniment and active listening carried out within the framework of the Migrant Caravans and refugees in transit through Mexico, composed mostly of families displaced from the terror of widespread violence, misery, impunity and dictatorial political regimes. This exodus was composed of contingents of between 2 thousand and 12 thousand people (per respective caravan) that crossed Central America between October 2018 and April 2019. These caravans sought to reach the southern border of the United States in order to "surrender" themselves to U.S. Border Patrol as claimants of political asylum and/or refuge. These Caravans were first confined for months along the border in northern Mexico and, since April 2019, have been dismantled with military strategies by the newly-created National Guard of the Mexican government. ; En este trabajo se presentan los resultados de un proceso de investigación sustentado en el acompañamiento y la escucha activa realizado en el marco de las Caravanas de migrantes y refugiados en tránsito por México, caravanas integradas en su mayoría por familias de desplazados por el terror de la violencia generalizada, la miseria, la impunidad y regímenes políticos dictatoriales; éxodos compuestos por contingentes de entre dos mil y doce mil personas (según la caravana concreta) que atravesaron América Central entre octubre de 2018 y abril de 2019, intentando alcanzar la frontera sur de Estados Unidos para "entregarse" a la Patrulla Fronteriza de ese país como demandantes de asilo político y/o refugio. Caravanas que fueron primero confinadas a la franja fronteriza del norte de México por meses y, desde abril de 2019, desarticuladas con base en estrategias abiertamente militares por la recién creada Guardia Nacional del gobierno mexicano.

Fiona O'May - orcid:0000-0003-4417-2819 orcid:0000-0003-4417-2819 ; Alastair Ager - orcid:0000-0002-9474-3563 orcid:0000-0002-9474-3563 ; Background - In emergencies and resource-poor settings, non-specialists are increasingly being trained to provide psychosocial support to people in distress, with Psychological First Aid (PFA) one of the most widely-used approaches. This paper considers the effectiveness of short training programmes to equip volunteers to provide psychosocial support in emergencies, focusing particularly on whether the PFA training provided during the Ebola outbreak enabled non-specialists to incorporate the key principles into their practice. Methods - Semi-structured interviews were conducted in Sierra Leone and Liberia with 24 PFA trainers; 36 individuals who participated in PFA training; and 12 key informants involved in planning and implementing the PFA roll-out. Results - Findings indicate that many PFA ToTs were short and rarely included content designed to develop training skills. As a result, the PFA training delivered was of variable quality. PFA providers had a good understanding of active listening, but responses to a person in distress were less consistent with the guidance in the PFA training or with the principles of effective interventions outlined by Hobfoll et al. Conclusions - There are advantages to training non-specialists to provide psychosocial support during emergencies, and PFA has all the elements of an effective approach. However, the very short training programmes which have been used to train non-specialists in PFA might be appropriate for participants who already bring a set of relevant skills to the training, but for others it is insufficient. Government/NGO standardisation of PFA training and integration in national emergency response structures and systems could strengthen in-country capacity. ; https://www.cambridge.org/core/journals/global-mental-health ; 6 ; pub ; e5 ; pub

Master's thesis Business Administration BE501 - University of Agder 2019 ; The background of the study was based on the significance of country specific determinants of business or institutional progress based on business cultural intelligence quotient (BCIQ) measures. The study explored culture and institutions as two schools ofthoughts essential to institute determinants influencing BCIQ. Cultural institutions were defined as charitable and public corporations with different structures that are determined by host countries. Culture and institutions were identified as the main country-specific or environmental determinants influencing BCIQ. This paper is one of the active and captivating lines of study anchored or underpinned by the need to understand most pertinent characteristics of institutions (for development and growth) and illustrate the connection between culture and institutional features. The researcher used six elements or measures for BCIQ to test relationship between culture and institutional success. The measures are Global Knowledge (KNOW), Adaptive Communicative behavior (COMM), Active Listening and Perceptual Sensitivity (SENS), Cognitive Preparation and Learning Behavior (PREP), Cognitive Awareness (AWAR), and Motivation (MOTI). BCIQ is an online instrument that allows the researcher to have real-time feedback and Cross-Cultural & Strategic Management Journal (CCSMJ) has tested and approved its reliability and validity. The analytical tools used for this study is SPSS application that has the functional capability. Mixed model regression analysis and correlations were essential for evaluating the trends of data and statistics.Findings showed that country variables and demographics variables have direct influence on BCIQ and institutional growth. The results approved the alternative hypothesis by confirming what earlier studies had discovered regarding the relationship between globalize countries, democracy, and higher GDP and BCIQ scores. The corroboration of the literature review findings and BCIQ findings demonstrated the validity and reliability of the currentstudyThe study was relevant to the managers or multinational employee or students since they acquire insights into the significance and use of BCIQ measures in a business environment. Therefore, it is recommended that training programs should be developed iito help learners and practitioners acquire more knowledge about significance of BCIQ on international. The greater the individual's CQ, the more likely to control culturally diverse settings.

Museology, discipline that along with museography deals with museums, has studied for years traditional museums dedicated to special and defined historical collections of material heritage as the only one which is officially recognized. This article shows how maps are more than just a cartographic representation because they express the idea of the site, summarize the world vision of those who live there and, at the same time, identify the territory symbols and the natural boundaries in which the community recognizes itself. In this sense, building a community map represents a democratic reflection for the active learning of history and for the education of heritage and citizenship in school contexts. In particular, through didactic practices, the mapping process puts into play the relationships between different generations, which carry experiences, memories and values that are completely dissimilar, but are still able to dialogue through the proposal of practices based on empathy, loyalty, acceptance, active listening, solidarity and cooperation. ; La museología, disciplina que, con la museografìa, se ocupa de museos, ha estudiado durante años los museos tradicionales, aquellos dedicados a colecciones históricas particulares y definidas, es decir, solo al patrimonio material, el único oficialmente reconocido. En el artículo se mostrará cómo los mapas son mucho más que una representación cartográfica, ya que expresan la idea del lugar, resumen la visión del mundo de aquellos que lo habitan y al mismo tiempo localizan los símbolos del territorio y los confines naturales dentro de los que la comunidad se reconoce. En este sentido, la construcción de un mapa de comunidad puede representar una eficaz herramienta de reflexión democrática para un aprendizaje activo de la historia y para una educación al patrimonio y a la ciudadanía en los contextos escolares. En particular, a través de prácticas didácticas en los contextos escolares ha surgido que el proceso de trazado de un mapa pone en juego las relaciones entre generaciones diferentes, portadoras de experiencias, memorias y valores totalmente disímiles, pero de todas formas capaces de dialogar, a través de la propuesta de prácticas caracterizadas por la empatía, la lealtad, la aceptación, la escucha activa, la solidaridad y la cooperación.