Experiences from semantic web service tutorials

We have given around 20 tutorials on Semantic Web Services in international events during the last two years. This position paper presents our experiences and depicts central aspects relevant for education, dissemination and exploitation of Semantic Web and Semantic Web service technologies in academia and industry

Making the most of service experiences

When students learn to take the initiative in helping their community, they learn to be responsible. Organizing service projects also teaches students to think about how their community needs them. The results of service learning are rewarding when students create their own service projects

Experiences in Multi-domain Management Service Development

The developers of management systems and the management services that operate over them will be faced with increasing complexity as services are developed for the open service market. This paper presents experiences in the development of management services that span several administrative domains and which are therefore representative of the complexities of the open service market. The work described involved the development of TMN based management systems that provided management services in support of multimedia teleservices operating over broadband networks

Experiences in Integrated Multi-Domain Service Management

Increased competition, complex service provision chains and integrated service offerings require effective techniques for the rapid integration of telecommunications services and management systems over multiple organisational domains. This paper presents some of the results of practical development work in this area, detailing the technologies and standards used, the architectural approach taken and the application of this approach to specific services. This work covers the integration of multimedia services, broadband networks, service management and network management, though the detailed examples given focus specifically on the integration of services and service management

Separated Same-Sex Parents’ Experiences and Views of Services and Service Providers

Same-sex parents are compelled to be more reflective, to plan, and to negotiate their contact with mainstream service providers and professionals in an effort to find those whom they feel comfortable with disclosing their sexuality and/or to find a service provider who would adequately understand their unique needs. This paper presents findings from an Australian qualitative study of separated same-sex parents and explores their experiences with professionals and service providers during and after their separation. As a consequence of their separation, same-sex parents encountered new service providers with whom they had to navigate relationships with; this paper will focus on their experiences with the legal profession, mediation services, counseling, and mental health services. Findings demonstrated ongoing challenges for parents in finding service providers who they believed could meet and/or understand their specific needs. Heteronormativitiy, whether experienced or perceived, often created an added layer of marginalization for same-sex parents as they navigated the already difficult terrain of separation. Consequently, some parents did not access service providers and missed out on the help that they needed during their separation. Those that did visit professionals and service providers reported mixed experiences, with some participants describing encounters fraught with difficulty, while for others, their experiences were much better than they had anticipated. While some participants had a preference for Lesbian, Gay, Bisexual, Transgender, and Intersex (LGBTI) specific service providers, some discovered a lack of understanding among LGBTI providers towards separating parents or non-biological mothers. This study highlights the need for better education and training for separation related service providers, both mainstream and LGBTI, and the need for more research exploring separation experiences of same-sex parented families

Learning Cultural Humility Through Stories and Global Service-Learning

Service-learning experiences are often utilized by nursing programs in efforts to increase the cultural competence of nursing students. Through the use of sharing story, the concepts of cultural competence and cultural humility can be explained for students preparing for upcoming intercultural experiences. This case study describes the experience of nursing students and university faculty on their first service-learning trip to rural Kenya and how the intercultural issues were navigated there as students developed characteristics of cultural humility. This story is now being shared in preparations for subsequent international trips with nursing students and can be a model for programs wanting to prepare for service-learning experiences

Diversity, Difference, and Safety: Adapting Service-Learning for Diverse Students

As American universities become more diverse, it is necessary to consider if existing pedagogies remain relevant and meaningful for all students. This paper examines service-learning, a community engagement pedagogy originally developed for white, middle-class students, by exploring the experiences of residential undergraduate students of color attending a small liberal arts college in rural Virginia. Rather than rejecting service-learning, I suggest reimagining some service-learning practices – particularly the definition of service, the values of reciprocity and collaboration, and preparation for service – in order to meet the needs and experiences of an increasingly diverse population of college students

Fathers and Child Welfare: Stories of Men’s Everyday Lives and Service Experiences

This volume of stories from fathers involved with child welfare services acts as both a stand-alone document and a companion document to the research reports on father’s life experiences and child welfare service experiences. This volume is intended for multiple audiences including child welfare service providers, community organizations working with men, students and instructors interested in men’s issues, and fathers. This volume of stories may be useful for teaching purposes, service provision decisions, and general interest

Service users' experiences of a brief intervention service for children and adolescents : a service evaluation

Ten per cent of young people experience mental health difficulties at any one time. Prevention and early intervention leads to better prognosis for young people's mental well-being in the short and long term. Child and Adolescent Mental Health Services (CAMHS) must be able to provide swift and effective interventions for a range of difficulties to meet this need. This paper presents a service evaluation of the Brief Intervention Service in North Lincolnshire CAMHS. Nine young people and/or their families took part in semi-structured interviews that aimed to explore their experiences of receiving an intervention from the service. Template analysis was carried out to draw out themes from the interview transcripts. The three a priori themes were treatment outcomes, areas for potential improvement, and things that are working well; and an additional two emergent themes were emotional experience and managing practical barriers. In addition, all participants were asked about their satisfaction with the service and whether they would recommend the service to others. One hundred per cent reported feeling respected by their clinician when asked directly, and all felt that the service would be helpful for other young people and families. Overall, families were satisfied with the service and reported outcomes including improvements in symptomatology and family functioning. Specific recommendations as to how the service could be improved were made, which related to difficulties accessing the service, the content of the sessions, and communication within the service and with other services

The sustaining possibilities of service-learning engagements

In this article, we explore two possibilities which arise from service-learning engagements, both from a narrative perspective. First, we consider the possibility that service-learning may be a sustaining experience for in-service teachers. And, second, we suggest that intentional inquiry into this experience for in-service teachers may foster the experience of sustaining themselves and of being sustained in their professional and personal lives. Through storying and re-storying our experiences during a service-learning engagement in Kenya over seven years ago and through storying the reverberations of these experiences in the intervening seven-plus years, we suggest that when attended to narratively, the interactions and situations encountered in intentional service-learning engagements through narrative inquiry give in-service teachers ways of sustaining themselves and being sustained as teachers