One of the fundamental types of human rights concerns collectivedevelopmental rights which allow minorities to use heritage languages and practices without external interference (Vašák, 1977). The protected status of minority language rights is a critical part of language revitalisation in which speakers of heritage languages, faced with the encroachment of more socially, politically, and economically dominant languages, embark on vigorous programs to ensure the survival and continued usage of their language. The Five Nations Iroquoian language, Seneca, has just a few remaining speech communities and a variety of ongoing language revitalisation initiatives (Mithun, 2012). To revitalise their traditional language, community classes through the Seneca Language Department and the Faithkeepers Montessori School Seneca Language Nest for young speakers have concentrated their efforts on preserving Onöndowa'ga:' Gawë:nö' the indigenous name for the Seneca language (Bowen, 2020; Murray, 2015). In the public sphere, a push by the Seneca Nation of Indians Department of Transportation fulfilling the intent of the federal Native American Tourism and Improving Visitor Experience (NATIVE) Act enacted in 2016, specifically included bilingual signs for state roads running through indigenous land in addition to other significant components (Figura, 2016). In an area whose geographic names are strongly connected to Iroquoian languages including Seneca, these bilingual signs represent more public and visible Seneca language presence and stand as symbols of language revitalisation. The place names and information that appear on the signs have considerable significance for community identity as well as linguistic and economic impacts, among others. Through oral histories collected from Seneca Nation members and language advocates in addition to a representative from the New York State Department of Transportation, this study pursues an analysis of the Seneca public usage of their heritage language and the various language ...
In a world that is increasingly urbanised, cities are recognised as critical sites for tackling problems of climate change, both by reducing greenhouse gas emissions and addressing the impacts of changing climate conditions. Unlike climate change mitigation, adaptation does not have one clear, commonly agreed collective goal. Governing and making decisions on climate adaptation in cities entails contestation over knowledge, values and preferences. Currently, the two dominant conceptualisations of adaptation are as cycles or pathways. Do these models adequately theorise what can be empirically observed in cities as to how climate adaptation is undertaken? Most research on urban climate adaptation emanates from the Global North, where political, scientific, economic and administrative systems are well established and well resourced. There is a dearth of empirical research from cities of the Global South contributing to the development of urban climate adaptation theory. This thesis contributes to addressing this gap in two ways. Firstly, by drawing on both conceptual and methodological resources from the field of organisational studies, notably the streams and rounds models of decision making, organisational ethnography and processual case research. Secondly, by conducting empirical case study research on three processes of city scale climate adaptation in Cape Town, South Africa, a growing city facing many development challenges where the local government began addressing climate adaptation over ten years ago. The three adaptation processes studied are: the preparation and adoption of city-wide sectoral climate adaptation plans; the creation of a City Development Strategy with climate resilience as a core goal; and the inclusion of climate change projections into stormwater masterplans. Data were gathered through interviews, participant observation, focus groups and document review, through embedded research within a formal knowledge co-production partnership between the University of Cape Town and the City of Cape Town government. Processual analysis and applied thematic analysis were used to test models of adaptation and decision making against data from the three case studies. The findings suggest that both the cycles and pathways models of climate adaptation inadequately represent the contested and contingent nature of decision making that prevail within the governance systems of cities such as Cape Town. Based on ethnographic knowledge of how Cape Town's local government undertakes climate adaptation, it is argued that the rounds model of decision making provides conceptual tools to better understand and represent how the process of climate adaptation in cities is undertaken; tools that can be used to enhance the pathways model. The study concludes that progress in adapting cities to a changing climate is currently constrained by both the problems and potential solutions or interventions being too technical for most politicians to deal with and prioritize and too political for most technical and administrative officials to design and implement. It calls for urban climate adaptation to be understood as distributed across a multitude of actors pursuing concurrent, discontinuous processes, and thereby focus needs to be on fostering collaboration and coordination, rather than fixating on single actors, policies, plans or projects.
Explores the way that men and women through autobiography have charted the private self. Shows the depiction of life as a voyage or journey to self‐perception. Looks at the value and purpose of using autobiographical accounts and life reviewing in adult educational work especially with older women. Suggests this can be used extremely effectively within this area and provides a number of examples of its usage.
In this section Anna Marie Taylor presents an analysis of Gabriel Garcia Márquez' famous book, Cien años de soledad. Garcia Márquez is, without doubt, one of the best-known Colombians in the world today. Not only is he an artist of the highest order, he is a Colombian fully dedicated to revolutionary practice. His leadership in the campaign against the Chilean fascists has taken him around the world; in Colombia he was one of the founders of Alternativa, an independent Marxist magazine, and he is presently editor and a regular contributor. His popularity with the Colombian left has led many to speculate that he may become an electoral candidate for a broad left-coalition in the future. It should be noted, however, that Garcia Márquez has vehemently denied this speculation. Anna Marie Taylor, who teaches Spanish at the University of Chicago, has done more than the currently fashionable, if socially vacuous, textual "criticism." She places the novel in a socio-historical context, and evaluates its merits on grounds of social and political, as well as textual, coherence.
Vocational guidance is an educational service and as such should be considered an integral part of the educational program carried on by the recognized educational agency of the community. Helping the youth to obtain reliable and significant information upon which to base a choice of occupation, aiding him to find a suitable opportunity to begin work in the occupation of his choice, and giving him additional assistance as needed during the period of adjustment and further training after employment begins, are just as truly educational service as teaching the same youth history or mathematics. The former service often has a more vital bearing upon his satisfaction in life and his contribution to society than the latter. When we consider the question of guidance, we are considering not something which is to be added to education, not something which exists outside, but something which is really in the very center of education itself. American democratic ideals demand not only that all should have as nearly as possible equal opportunity for education, but also that all men and women should be employed in that form of work to which they may contribute most of their own happiness and to the common good. Hence if the high school is to prepare its students to be vocationally efficient, there is need for guiding them so that they will be equipped to make the optimum re-adjustments in this complex world of economic and social changes.
This thesis explores the use of serious games from an instructor perspective. More specifically, it aims to study the roles of instructors and how they can be facilitated within an instructor-led game-based training environment. Research within the field of serious games has mostly focused on the learners' perspective, but little attention has been paid to what the instructors do and what challenges that entails. In this thesis, I argue that serious games, as artefacts used for learning and training, cannot fully replace the instructors' tasks, but must rather be designed to facilitate the various activities of the instructors. Thus, instructors form an important target audience in serious game development – not just as subject matter experts, but also as users and players of the game – with a different set of needs than the learners. Moreover, serious gaming (the actualisation of a serious game) involves more than in-game activities, it also involves actions and events that occur off-game. These activities must also be considered when designing and utilising games for learning and training. Using a qualitative approach, instructor-led serious gaming has been explored from a range of contexts, from rehabilitation to incident commander training and military training. Several different instructor roles have been identified and characterised, including in-game facilitator, puckster, debriefer, technical support and subject matter expert. Based on empirical and theoretical material, a framework for instructor-led serious gaming has been developed. It involves best practices in different phases of game-based training, such as scenario authoring, coaching-by-gaming, assessing in-game and off-game performance, giving feedback, and conducting a debriefing or after-action review. Furthermore, specific needs and challenges for instructors have been identified and reformulated into guidelines for instructor-led serious gaming. The guidelines highlight the importance of usability and visualisation, as well as the need for carefully designed support tools for instructors' situation awareness, assessment and debriefing. Lastly, a number of success factors pertaining to both the development and actualisation of serious games are presented. Since serious games aim to be both productive and engaging, it is advantageous to work with interdisciplinary teams when developing serious games. This includes subject matter experts well versed in serious gaming practices. Furthermore, a successful serious game should adhere to sound pedagogical theories, be easy to use and maintain, and include system support for instructors' tasks. Successful serious gaming practices also involve having an organisational culture that fosters knowledge sharing among practitioners. ; Denna avhandling undersöker användningen av serious games från ett instruktörsperspektiv. Mer specifikt är syftet att studera instruktörernas roller och hur de kan underlättas inom en lärarledd spelbaserad träningsmiljö. Forskning inom området serious games har mestadels fokuserat på elevernas perspektiv, medan ringa uppmärksamhet har ägnats åt vad instruktörerna gör och vilka utmaningar det innebär. I avhandlingen argumenterar jag att serious games, i egenskap av artefakter som används för lärande och utbildning, inte helt kan ersätta instruktörernas uppgifter, utan måste i stället utformas för att underlätta instruktörernas olika sysslor. Således utgör instruktörer en viktig målgrupp i utveckling av serious games – inte bara som ämnesexperter, utan även som användare och spelare – med en annan uppsättning av behov än eleverna. Dessutom innebär serious gaming (dvs. användandet av ett serious game) förutom de aktiviter som utförs i spelet, även handlingar och händelser som förekommer utanför spelet. Dessa aktiviteter måste också beaktas när man utformar och använder spel för lärande och träning. Serious gaming har, utifrån en kvalitativ ansats, undersökts i en rad olika sammanhang, från rehabilitering till utbildning av räddningsledare och militär utbildning. Flera olika lärarroller har identifierats och karakteriserats, bland annat facilitator i spelet, puckster (skötare av AI-enheter), utvärderare, teknisk support och ämnesexpert. Ett ramverk för lärarledd serious gaming har utvecklats baserat på empiriskt och teoretiskt material. Det omfattar en beskrivning av bästa praxis i olika faser av spelbaserad träning, såsom scenarioskapande, coachning genom spelande, bedömning av prestation i och utanför spelet, återkoppling, samt sammanfattande utvärdering. Vidare har särskilda behov och utmaningar för instruktörer identifierats och omformulerats som riktlinjer för lärarledd serious gaming. Riktlinjerna belyser vikten av användbarhet och visualisering, liksom behovet av omsorgsfullt utformade stödverktyg för instruktörernas situationsmedvetenhet, utvärdering och avrapportering. Slutligen presenteras ett antal framgångsfaktorer avseende både utveckling och utförande av serious games. Eftersom serious games syftar till att vara både produktiva och engagerande, är det fördelaktigt att utveckling av dessa utförs av tvärdisciplinära team. Detta inkluderar ämnesexperter väl bevandrade i serious gaming. Vidare bör ett framgångsrikt serious game hålla sig till välgrundade pedagogiska teorier, vara lätt att använda och underhålla, samt innehålla systemstöd för instruktörernas uppgifter. Framgångsrik serious gaming-praxis innebär också att ha en organisationskultur som främjar kunskapsutbyte mellan instruktörer.
Military organisations have a long history of using games for training. Over the years, they have developed training practices involving role-play, simulations, puckstering and gaming. Most researchers in serious games, i.e. games used for non-entertainment purposes, focus their studies on the learners. This licentiate thesis, instead, takes a closer look on the roles of instructors in game-based training situations, specifically at the Swedish Land Warfare Centre. Through a mix of theoretical and empirical studies, training practices were scrutinised, resulting in a framework for gamebased vocational training. A key element of this framework is the coaching by gaming perspective in which instructors give un-intrusive, formative feedback through role-play and gameplay. Another important aspect of the framework involves dynamic debriefing. These insights points to specific needs for system support for instructors involved in game-based training. They also emphasise the fact that serious gaming is a highly contextualised activity made up of more than the game and the players ; Anna-Sofia Alklind Taylor is also affiliated to University of Skövde, Sweden.
As opposed to other subjects in the Arts and Social Sciences, there does not seem to have been the same extensive questioning of universal assumptions about human behaviour and emotions within Drama as an academic discipline. To some extent, a belief in a common universality of human experience has its roots in modern acting practice, particularly with the widespread application of rehearsal exercises developed from the work of Russian director Konstantin Stanislavski. Here, through a long process of improvisation based on imaginative, emotional recreation, it is assumed that the actor can enter fully into a character that, in terms of its cultural background, is perhaps very different from her/his own, that experience is somehow universally translatable. In avant‐garde theatre, too, interculturalist practices (for example, the borrowing of oriental ritual patterns and the use of multi‐ethnic casts in the work of practitioners such as Eurgenio Barba, Peter Brook and Richard Schechner) have led to a homogenising, and in many cases distinct westernising, of individual cultural behaviours.
Sugary drinks taxes have been implemented around the world and governments around the world are considering extending these taxes to address concerns about rising obesity. We demonstrate the range of impacts a tax on added sugar and salt could have on purchases of food at home and out of the home in the UK. The impact will depend on how firms and consumers respond. There is considerable uncertainty about each of these. Therefore we take a very robust approach and consider scenarios that cover the full range of realistic possible levels of response - from very responsive firms and consumers to non-responsive firms and consumers, and everything in between. Fully responsive firms would reformulate products to reduce sugar and salt (we assume the maximum reformulation would be to targets set by Public Health England, PHE). Fully responsive consumers would substitute away from products in proportion to the increase in price, and not increase purchases of added sugar or salt on other products. In the remainder of this paper we describe the data in more detail (section 2), show the impact of taxes on prices (section 3), the impact on sugar and salt purchases (section 4), including by age, and show the implied health benefits from the Department of Health and Social Care calorie model and analysis by researchers at the The London School of Hygiene and Tropical Medicine (LSHTM) (section 5). Appendices show details on PHE reformulation targets (Appendix A), the results using the larger sample of data on home purchases (Appendix B), and we describe the methods and calculations used (Appendix C) .
AbstractThere is evidence that Intimate Partner Violence and Abuse (IPVA) is more prevalent among military populations compared with civilian populations. However, there has been limited research into the help-seeking experiences of civilian victim-survivors who have experienced IPVA within relationships with military personnel. This qualitative study aimed to explore the experiences of, and barriers to, help-seeking for IPVA victimisation among civilian partners of military personnel in order to identify strategies to improve the management of IPVA both within the military and civilian sectors. The study adopted a descriptive cross-sectional study design and used qualitative research methods. One-to-one telephone interviews were conducted with civilian victim-survivors (n = 25) between January and August 2018. Interview transcripts were analysed using thematic analysis. Three superordinate themes were derived: (1) Drivers to help-seeking; (2) Barriers to help-seeking; and (3) Experiences of services. The findings indicate difficulties in help-seeking for IPVA among civilian partners of military personnel due to stigma, fear, dependency, poor understanding of IPVA, lack of appropriate and timely support, and a perceived lack of victim support. Difficulties in help-seeking were perceived by participants to be amplified by military culture, public perceptions of the military, military protection of personnel and the lack of coordination between civilian and military judicial services. This study reinforces the need for a military specific Domestic Abuse strategy, identifies vulnerable groups and highlights a need for both increased awareness and understanding of IPVA within civilian and military services in order to provide adequate victim protection.
There is evidence that Intimate Partner Violence and Abuse (IPVA) is more prevalent among military populations compared with civilian populations. However, there has been limited research into the help-seeking experiences of civilian victim-survivors who have experienced IPVA within relationships with military personnel. This qualitative study aimed to explore the experiences of, and barriers to, help-seeking for IPVA victimisation among civilian partners of military personnel in order to identify strategies to improve the management of IPVA both within the military and civilian sectors. The study adopted a descriptive cross-sectional study design and used qualitative research methods. One-to-one telephone interviews were conducted with civilian victim-survivors (n = 25) between January and August 2018. Interview transcripts were analysed using thematic analysis. Three superordinate themes were derived: (1) Drivers to help-seeking; (2) Barriers to help-seeking; and (3) Experiences of services. The findings indicate difficulties in help-seeking for IPVA among civilian partners of military personnel due to stigma, fear, dependency, poor understanding of IPVA, lack of appropriate and timely support, and a perceived lack of victim support. Difficulties in help-seeking were perceived by participants to be amplified by military culture, public perceptions of the military, military protection of personnel and the lack of coordination between civilian and military judicial services. This study reinforces the need for a military specific Domestic Abuse strategy, identifies vulnerable groups and highlights a need for both increased awareness and understanding of IPVA within civilian and military services in order to provide adequate victim protection.
