17,176 research outputs found

    Economia colaborativa

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    A importância de se proceder à análise dos principais desafios jurídicos que a economia colaborativa coloca – pelas implicações que as mudanças de paradigma dos modelos de negócios e dos sujeitos envolvidos suscitam − é indiscutível, correspondendo à necessidade de se fomentar a segurança jurídica destas práticas, potenciadoras de crescimento económico e bem-estar social. O Centro de Investigação em Justiça e Governação (JusGov) constituiu uma equipa multidisciplinar que, além de juristas, integra investigadores de outras áreas, como a economia e a gestão, dos vários grupos do JusGov – embora com especial participação dos investigadores que integram o grupo E-TEC (Estado, Empresa e Tecnologia) – e de outras prestigiadas instituições nacionais e internacionais, para desenvolver um projeto neste domínio, com o objetivo de identificar os problemas jurídicos que a economia colaborativa suscita e avaliar se já existem soluções para aqueles, refletindo igualmente sobre a conveniência de serem introduzidas alterações ou se será mesmo necessário criar nova regulamentação. O resultado desta investigação é apresentado nesta obra, com o que se pretende fomentar a continuação do debate sobre este tema.Esta obra é financiada por fundos nacionais através da FCT — Fundação para a Ciência e a Tecnologia, I.P., no âmbito do Financiamento UID/05749/202

    Mobile Arts for Peace: Small Grants Evaluation Report

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    The Mobile Arts for Peace (MAP) project is an international study that seeks to provide a comparative approach to peace-building utilising interdisciplinary arts-based practices, working with communities in Indonesia, Kyrgyzstan, Nepal and Rwanda (see figure 1.1). This research was commissioned by the project lead organisation, the University of Lincoln, and has been delivered by the University of Northampton’s Institute for Social Innovation and Impact (see Appendix A for research biographies). This report focuses on the Small Grants awarded across the four countries, and acts as a follow-up to the Phase One Report that was produced in the winter of 2021. The delivery of the Small Grants projects has taken place over the last 12 months across the above four countries, and this report seeks to demonstrate, through a narrative case-study approach, how the Small Grants work delivered has promoted arts-based peacebuilding and supported community cohesion. The research reported in this document took place between February and October 2022 and focused on the below research aim and four key research questions. Aim: To evaluate the efficacy of the MAP Small Grants projects and understand their impact in communities. Specifically: 1. What outputs were delivered through the Small Grants projects? 2. What outcomes for beneficiaries/stakeholders were delivered through the Small Grants projects? 3. What impacts delivered for communities and societies across the four countries were delivered through the Small Grants projects? The report is structured as follows: first, the methodological approach undertaken in the evaluation will be presented; second, the case-studies across the four countries will be presented and discussed, utilising data gathered by the in-country research teams and the arts-based outputs produced; third, the findings will be summarised, with specific recommendations also made for the implications related to the MAP Large Grant evaluation projects and the recently awarded MAP Medium Grant projects. References and Appendices can also be found at the end of the report

    Victims' Access to Justice in Trinidad and Tobago: An exploratory study of experiences and challenges of accessing criminal justice in a post-colonial society

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    This thesis investigates victims' access to justice in Trinidad and Tobago, using their own narratives. It seeks to capture how their experiences affected their identities as victims and citizens, alongside their perceptions of legitimacy regarding the criminal justice system. While there have been some reforms in the administration of criminal justice in Trinidad and Tobago, such reforms have not focused on victims' accessibility to the justice system. Using grounded theory methodology, qualitative data was collected through 31 in-depth interviews with victims and victim advocates. The analysis found that victims experienced interpersonal, structural, and systemic barriers at varying levels throughout the criminal justice system, which manifested as institutionalized secondary victimization, silencing and inequality. This thesis argues that such experiences not only served to appropriate conflict but demonstrates that access is often given in a very narrow sense. Furthermore, it shows a failure to encompass access to justice as appropriated conflicts are left to stagnate in the system as there is often very little resolution. Adopting a postcolonial lens to analyse victims' experiences, the analysis identified othering practices that served to institutionalize the vulnerability and powerlessness associated with victim identities. Here, it is argued that these othering practices also affected the rights consciousness of victims, delegitimating their identities as citizens. Moreover, as a result of their experiences, victims had mixed perceptions of the justice system. It is argued that while the system is a legitimate authority victims' endorsement of the system is questionable, therefore victims' experiences suggest that there is a reinforcement of the system's legal hegemony. The findings suggest that within the legal system of Trinidad and Tobago, legacies of colonialism shape the postcolonial present as the psychology and inequalities of the past are present in the interactions and processes of justice. These findings are relevant for policymakers in Trinidad and Tobago and other regions. From this study it is recognized that, to improve access to justice for victims, there needs to be a move towards victim empowerment that promotes resilience and enhances social capital. Going forward it is noted that there is a need for further research

    Queens of the Hill: How Title IX Fares in the Hilltop Neighborhood of Columbus, Ohio

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    National research indicates that Title IX of the Education Amendments of 1972 leaves Black girls behind in the pursuit of gender equity. Low rates of participation and high dropout rates in girls sports plague low-income, majority-minority high schools. This thesis investigates whether the national research holds true in Columbus, Ohio, specifically at West High School. Following from a series of interviews with coaches, teachers, and a student, I find that West High School’s athletic program is Title IX compliant, but girls at West High School still face severe barriers to sports participation. A school can comply with Title IX and fall short of equal opportunity for sports participation. Title IX leaves girls at West High School behind because it is reliant on a top-down approach of administrative punishment, threatening the loss of federal funding. To achieve authentic gender equity, West High School and other low-income, majority-minority schools must supplement Title IX with a bottom-up approach that is community and culturally centered

    Implementing Health Impact Assessment as a Required Component of Government Policymaking: A Multi-Level Exploration of the Determinants of Healthy Public Policy

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    It is widely understood that the public policies of ‘non-health’ government sectors have greater impacts on population health than those of the traditional healthcare realm. Health Impact Assessment (HIA) is a decision support tool that identifies and promotes the health benefits of policies while also mitigating their unintended negative consequences. Despite numerous calls to do so, the Ontario government has yet to implement HIA as a required component of policy development. This dissertation therefore sought to identify the contexts and factors that may both enable and impede HIA use at the sub-national (i.e., provincial, territorial, or state) government level. The three integrated articles of this dissertation provide insights into specific aspects of the policy process as they relate to HIA. Chapter one details a case study of purposive information-seeking among public servants within Ontario’s Ministry of Education (MOE). Situated within Ontario’s Ministry of Health (MOH), chapter two presents a case study of policy collaboration between health and ‘non-health’ ministries. Finally, chapter three details a framework analysis of the political factors supporting health impact tool use in two sub-national jurisdictions – namely, Québec and South Australia. MOE respondents (N=9) identified four components of policymaking ‘due diligence’, including evidence retrieval, consultation and collaboration, referencing, and risk analysis. As prospective HIA users, they also confirmed that information is not routinely sought to mitigate the potential negative health impacts of education-based policies. MOH respondents (N=8) identified the bureaucratic hierarchy as the brokering mechanism for inter-ministerial policy development. As prospective HIA stewards, they also confirmed that the ministry does not proactively flag the potential negative health impacts of non-health sector policies. Finally, ‘lessons learned’ from case articles specific to Québec (n=12) and South Australia (n=17) identified the political factors supporting tool use at different stages of the policy cycle, including agenda setting (‘policy elites’ and ‘political culture’), implementation (‘jurisdiction’), and sustained implementation (‘institutional power’). This work provides important insights into ‘real life’ policymaking. By highlighting existing facilitators of and barriers to HIA use, the findings offer a useful starting point from which proponents may tailor context-specific strategies to sustainably implement HIA at the sub-national government level

    Lift EVERY Voice and Sing: An Intersectional Qualitative Study Examining the Experiences of Lesbian, Gay, Bisexual, and Queer Faculty and Administrators at Historically Black Colleges and Universities

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    While there is minimal literature that address the experiences of lesbian, gay, bisexual, and trans* identified students at Historically Black Colleges and Universities (HBCUs), the experiences of Black, queer faculty and administrators at HBCUs has not been studied. This intersectional qualitative research study focused on the experiences of lesbian, gay, bisexual, and queer identified faculty and administrators who work at HBCUs. By investigating the intersections of religion, race, gender, and sexuality within a predominantly Black institution, this study aims to enhance diversity, equity, and inclusion efforts at HBCUs by sharing the experiences of the LGBQ faculty and administrators that previously or currently work at an HBCU as a full-time employee. The research questions that guided this study were 1) How have LGBQ faculty and staff negotiated/navigated their careers at HBCUs? and 2) How do LGBQ faculty and staff at HBCUs influence cultural (relating to LGBQ inclusion) change at the organizational level? The main theoretical framework used was intersectionality and it shaped the chosen methodology and methods. The Politics of Respectability was the second theoretical framework used to describe the intra-racial tensions within the Black/African American community. The study included 60-120 minute interviews with 12 participants. Using intersectionality as a guide, the data were coded and utilized for thematic analysis. Then, an ethnodramatic performance engages readers. The goals of this study were to encourage policy changes, promote inclusivity for LGBQ employees at HBCUs, and provide an expansion to the body of literature in the field pertaining to the experiences of LGBQ faculty and administrators in higher education

    ENHANCING STUDENT ENGAGEMENT, TEACHER SELF-EFFICACY, AND PRINCIPAL LEADERSHIP SKILLS THROUGH MORNING MEETING IN AN ONLINE LEARNING ENVIRONMENT

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    This study examined the experiences of educators in a small, rural elementary school who provided live instruction in an online setting during the COVID-19 pandemic. The scholarly practitioner collaborated with inquiry partners to enhance student engagement, teacher self-efficacy, and principal leadership skills by implementing Morning Meeting, a social and emotional learning program from Responsive Classroom®, when students participated in remote online learning. The scholarly practitioner used over four decades of research about efficacy and identified leadership strategies and approaches that assisted in building individual and collective teacher efficacy so that teachers could effectively engage students. Behavioral, emotional, and cognitive engagement were identified in research and used by teachers to determine the quality of participation in Morning Meeting. Teachers took daily and weekly attendance to measure engagement, and the scholarly practitioner facilitated team meetings with groups of teachers to compile comments and statements regarding student engagement. These statements were coded using pre-selected codes based on research about types of student engagement. The scholarly practitioner facilitated the administration of a pre-study and post-study Teacher Self-Efficacy Scale so that individual, grade-span, and full-school efficacy data could be compiled. In addition, the scholarly practitioner held team meetings with the teachers to compile comments and categorize those statements into four areas: job accomplishment, skill development, social interaction, and coping with job stress. These four areas were also coded using the four categories described on the Teacher Self-Efficacy Scale. The scholarly practitioner also maintained a journal using a self-reflection tool about the lived experiences before, during, and after the study. The emphasis on this journal was about the development and growth of leadership skills, and the categories were pre-coded using Bernard Bass’s categories of transformational leadership: individualized consideration, inspirational motivation, idealized influence, and intellectual stimulation. Student engagement increased throughout the study, and 77 percent of students were fully engaged during the study. Teachers expressed an increase in collective efficacy at the conclusion of the study, and six of the eight teachers reported individual increases in efficacy. The scholarly practitioner’s use of differentiation within the context of transformational leadership was observed most frequently in the study
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