Disabled people and the Post20 15 Development Goal Agenda through a disability studies lens

Abstract: The purpose of this study was to examine the role and visibility of disabled people in the discourses of various global policy processes related to sustainable development and the Post-2015 development agenda. This article makes several recommendations for strengthening the role of disabled people in these discourses. The research addresses the question of how the disability community and sustainable development community relate to each other in these discourses. This study provides quantitative and qualitative data on three aspects of the relationship. One set of data highlights who is seen as a stakeholder in general and the visibility of disabled people in the social sustainability, sustainable consumption, Rio+20 and Post-2015 development agenda proposals discourses and what participants of the online consultation for a disability inclusive development agenda towards 2015 and beyond had to say about the issues of visibility of disabled people in development discourses. A second set of data illuminates the attitudes towards disabled people evident in the SD discourses including through the eyes of the participant of the online consultation for a disability inclusive development agenda towards 2015 and beyond. The final set of data compares the goals and actions seen as desirable for the advancement of SD evident in the SD literature covered and the online consultation for a disability inclusive development agenda towards 2015 and beyond. This study interpreted the data through a disability studies lens. The study found that OPEN ACCESS Sustainability 2013, 5 4153 disabled people were barely visible to invisible in the SD literature covered, that the goals and actions proposed in the SD discourses are of high relevance to disabled people but that these discussions have generally not been explicitly linked to disabled people. It found further that disabled people have clear ideas why they are invisible, what the problems with development policies are and what needs to happen to rectify the problems. It found also that there was a lack of visibility of various SD areas and goals within the disability discourse. This paper provides empirical data that can be used to further the goal of mainstreaming of disabled people into the SD and Post-2015 development discourses as asked for in various high-level UN documents. However, we posit that the utility of our paper goes beyond the disability angle. Our quantitative data also highlights other forms of social group visibility unevenness in the literature and as such, we argue that the data we present in this paper is also of use for other stakeholders such as youth, women and indigenous people and also for NGOs and policy makers

Qualitative Research in HRI: A Review and Taxonomy

The field of human–robot interaction (HRI) is young and highly inter-disciplinary, and the approaches, standards and methods proper to it are still in the process of negotiation. This paper reviews the use of qualitative methods and approaches in the HRI literature in order to contribute to the development of a foundation of approaches and methodologies for these new research areas. In total, 73 papers that use qualitative methods were systematically reviewed. The review reveals that there is widespread use of qualitative methods in HRI, but very different approaches to reporting on it, and high variance in the rigour with which the approaches are applied. We also identify the key qualitative methods used. A major contribution of this paper is a taxonomy categorizing qualitative research in HRI in two dimensions: by ’study type’ and based on the specific qualitative method use

Robot e cobot nell’impresa e nella scuola

The book deals with the transversal theme of hymn-technological development through robots and cobots, the introduction of which crosses now business, scholastic and educational contexts. Starting from an introduction aimed at questioning what is meant from for innovation and what could be the minimum conditions for it we can actually speak of innovative contexts, the volume takes the distances from techno-enthusiastic or techno-critical approaches assumed a priori and suggested manages a departure from a win win perspective at any cost which does not properly reflect on some crucial issues in supporting the innovative processes, including the training of workers (in primis), the legal perspectives, as well as the needs in the terms of new tools to ensure the management of health and safety at work. The volume continues by addressing the potential of collaborative robots in helping people to carry out more or less complex tasks, ibid including learning; therefore, some uses of robotics are presented in educational contexts of school or higher education where robotics could be used as a tool to support people with autism, contrast bullying phenomena, help develop skills transversal and space-time trends, also through the use of the so-called swarm robotics. Despite the difference of languages and specific perspectives that distinguish the different chapters, the volume is oriented to a reader curious and aware that business, school and university can play the their game in synergy, learning to listen to each other and to reflect more frequently-mind about the challenges that unite them

Robot e cobot nell’impresa e nella scuola

The book deals with the transversal theme of hymn-technological development through robots and cobots, the introduction of which crosses now business, scholastic and educational contexts. Starting from an introduction aimed at questioning what is meant from for innovation and what could be the minimum conditions for it we can actually speak of innovative contexts, the volume takes the distances from techno-enthusiastic or techno-critical approaches assumed a priori and suggested manages a departure from a win win perspective at any cost which does not properly reflect on some crucial issues in supporting the innovative processes, including the training of workers (in primis), the legal perspectives, as well as the needs in the terms of new tools to ensure the management of health and safety at work. The volume continues by addressing the potential of collaborative robots in helping people to carry out more or less complex tasks, ibid including learning; therefore, some uses of robotics are presented in educational contexts of school or higher education where robotics could be used as a tool to support people with autism, contrast bullying phenomena, help develop skills transversal and space-time trends, also through the use of the so-called swarm robotics. Despite the difference of languages and specific perspectives that distinguish the different chapters, the volume is oriented to a reader curious and aware that business, school and university can play the their game in synergy, learning to listen to each other and to reflect more frequently-mind about the challenges that unite them