Minding the Gap

Increasingly, there is a shift from multigenerational family living to seniors residing in age-specific facilities. Due in part to the relative isolation seniors experience here, there is also a noticeable rate of depression and other psychological struggles among this age group. The loneliness epidemic is not unique to seniors; significantly more people from all ages and backgrounds are facing this problem. This, combined with factors such as rapid technological advancement and increasing diversity, is making it necessary for people to find new ways to connect, specifically with those outside of their immediate circle. The thesis addresses this need by creating spaces that facilitate intergenerational relationships, shown to be an invaluable tool for connecting individuals and communities. Combining senior living, a high school, and a community center in one complex creates an environment that adapts multigenerational spaces from familial households to new typologies. The architecture supports relationships via shared spaces and connections, while allowing for specific typological and user-driven needs. Shared spaces offer various levels of interaction between seniors, students, and community members in educational, recreational, and residential settings, with goals of promoting lifelong, cross-generational learning; improving individuals? well-being, empathy, and capabilities; and strengthening the community?s social fabric

Review of Overlooking Saskatchewan: Minding the Gap edited by Randal Rogers and Christine Ramsay.

Review of Overlooking Saskatchewan: Minding the Gap edited by Randal Rogers and Christine Ramsay

Qualitative methods II: minding the gap

In our last review we drew together work exploring interactions between the performativity of research practices and the spaces of qualitative research (Davies and Dwyer, 2007). In this, we focus on the oscillating political subjectivities mobilized in research by human geographers and other qualitative researchers. In many ways this draws on a similar body of conceptual work; one characterized here as an unsettled dialogue between a recognition of relationality in social science methods and some provocations from psychoanalytic insights. However, our emphasis is on different arenas of geographical research. We look instead to the research practices of geographers working in a variety of public, policy and political domains, to trace their engagements and achievements with different ways of articulating ‘publics’, whether participatory, deliberative, oratorical or computational. These are issues we have been dealing with in our own research on deliberative processes (Davies and Burgess, 2004; Davies, 2006) and education, ethnicity and social capital (Shah, 2006; Dwyer et al., forthcoming), and they are raising methodological questions in human geography research and beyond. What follows is organized around identifi cation and discussion of a series of gaps this questioning has opened up – of the gaps between research context and policy application, between different enactments of public geographies, between articulation and silence, and between deliberation and calculation – within the multiple settings in which qualitative researchers are engaged

Qualitative methods II: minding the gap

Copyright © 2008 SAGE Publications. Author's draft version; post-print. Final version published by Sage available on Sage Journals Online http://online.sagepub.com/In our last review we drew together work exploring interactions between the performativity of research practices and the spaces of qualitative research (Davies and Dwyer, 2007). In this, we focus on the oscillating political subjectivities mobilized in research by human geographers and other qualitative researchers

Creating your career: Minding the gap

The phrase “Mind the gap” can apply to the gap between your current experience and skills and those you'll need in the next position you aspire to in your library career. J. Michael Pemberton explains that minding--and closing--the gap is met primarily through your goals and objectives. To determine what you need to do to meet your career mission, you should develop a gap analysis to make your plan specific. Begin to think of yourself as chief of strategic planning for “You, Inc.,” and act accordingly. Often in librarianship, unforeseen and unplanned career opportunities arise. This presents a unique challenge in “minding the gap.” Two librarians who were hired into new positions that were not part of their strategic plan discuss how they “minded the gap” and made successful transitions into positions that unexpectedly came along

Minding the Gap

The chapter examines inequalities in mental health in Stockton-on-Tees using data from a longitudinal household survey

Minding the gap - From disparity to beyond

The sector wide differences in the attainment of students categorised as Black Minority Ethnic (BME) and as white increases, despite the good degrees gained by students categorised as BME rising year on year (ECU, 2012). In this research staff and student perceptions of the attainment gap are explored and initiatives to reduce the gap are implemented. The research identified four areas that are crucial to student success and contribute to gap: the quality of learning relationships pedagogic factors: i.e. the clarity of assignment briefs psychosocial barriers: i.e. student expectation, belongingness, aspiration raising and fear of stereotype threats social capital: i.e. understanding the HE rules of engagement and degree classifications On conclusion of the programme the University saw a 2% decrease in its attainment gap. This work continues through the What Works Change Programme and considers how assessment practices can impact of student retention, progression, success and sense of belongingness