Lessons Learned: What the COVID-19 Global Pandemic Has Taught Us about Teaching, Technology and Students with Autism Spectrum Disorder

Purpose. This paper examines the impact of the abrupt transition from attending school face-to-face to participating in online learning in response to the COVID-19 pandemic as reported by a parent of a student with autism spectrum disorder (ASD). Design/methodology/approach. A phone interview was conducted with the parent of a child with ASD. The semi-structured interview focused on how the child’s family was impacted when classes shifted to virtual from face-to-face learning in response to the COVID-19 pandemic. Findings. Four themes emerged from the interview. Three of these included adjustments to changes in 1) routines and roles, 2) instruction, and 3) social interactions. A final theme involved the benefits and challenges that emerged following the transition to online learning for students with ASD. While we are in an unprecedented time with the COVID-19 global pandemic presenting understandable challenges, opportunities for and examples of effective virtual learning environments for students with ASD were reported in our parent interview. Practical Implications. This research provides insight regarding the impact of COVID-19 and highlights elements that should be considered involving technology for students with ASD. Increased awareness regarding the benefits and contraindications of technology while teaching students with ASD can minimize the adverse effects and enhance the positive impact of technology in students with ASD. Originality/value. This work shares the experiences of one parent of a child with ASD and their experiences with technology and learning during COVID-19

Mapping Social Media Trajectories in Zimbabwe

This chapter argues that while social media is leading to a great deal of virtual awareness, very little action is taken to end the plight of citizens, thereby weakening the real impact of social media activism. It focuses on opportunities and challenges facing online protests in the wake of growing social media prevalence in Zimbabwe. The chapter presents data collected from face-to-face discussions with members of the Zimbabwean communities in the North East of the UK to determine ways through which digital participation among expatriate Zimbabweans is contributing to both online and offline activism in the Southern African nation. It explores the apparent advantages and disadvantages of using social media platforms. The chapter seeks to demonstrate the real potential of cyberactivism insofar as strengthening or weakening increased online and offline democratic participation of Zimbabwean citizens is concerned

Public-Private Partnerships in Education: A Comprehensive Study of The Right to Education in India

This research article explores the evolving landscape of education in India, focusing on the critical role of Public-Private Partnerships (PPPs) in the context of the Right to Education Act. India's government schools face resource constraints, prompting increased private sector involvement in education. This article discusses the impact of PPPs on education access, equity, and quality, drawing on a field survey conducted in Vadodara. Demographically, the survey reveals heightened awareness of the Right to Education Act, especially among women, underscoring its importance. An overwhelming majority recognizes PPPs' role in enhancing education but highlights the need for greater awareness regarding the nuances of these partnerships. Additionally, opinions vary on the adequacy of the Act's 25% reservation policy, signalling potential room for improvement. Teachers' perspectives showcase widespread compliance with reservation policies in public schools. Yet, concerns arise over private school reservations' efficacy. Respondents emphasize the Act's positive impact on education quality, affordability, and infrastructure, underscoring the comprehensive demand for improved educational access. However, doubts linger regarding PPPs potentially exacerbating educational inequalities, challenging competition, and privatizing the sector. Clear policies and safeguards are imperative to address these concerns. In sum, this research underscores the transformative potential of PPPs in realizing the Right to Education, while advocating for greater awareness, policy refinement, and equitable outcomes to ensure quality education for all in India

The differentiated roles of health in the transition from work to retirement - conceptual and methodological challenges and avenues for future research

Objective:s The aim of this discussion paper is to (i) identify the differentiated roles of health in the work–retirement transition, and, with respect to these, (ii) highlight topics related to conceptual and methodological problems and challenges in research, and (iii) present avenues for future research. Methods: This discussion paper summarizes an OMEGA-NET working group discussion ongoing from November 2018 to September 2021 with face-to-face and online meetings as well as a written online discourse. Results: ‘Health’ and ‘retirement’ are ambiguous concepts. With respect to both, in retirement research, the choice of concept and indicator influences the findings. In addition, the impact of health on retirement is not necessarily a direct one, but can be influenced by further factors such as the ability, motivation and opportunity to work. The strong overall association of poor health with retiring early (path 1) bears the risk of masking distinct and deviating mechanisms in subgroups. In fact, there is evidence that also good health may lead to early retirement (path 2), while both poor health (path 3) and good health (path 4) may also make people retire later. Conclusions: An increased awareness of the differentiated roles that health may have in the work–retirement transition as outlined in this discussion paper may support research to address questions relevant for policy and practice and increase the impact of research. Recommendations for occupational health and social research are given

Collaborative Technology For Young Children's Outdoor Education

Children participating in classroom field trips learn first hand in an authentic context. However, activities during these trips are often limited to observation and data collection. Children synthesize their knowledge later, in classroom discussions and in the collaborative construction of a representational artifact. But the classroom is removed from the authentic context in which the knowledge was gained. My research investigated how mobile technology can bridge this gap by supporting and encouraging young children (grades K-4) to collaboratively construct knowledge artifacts, while simultaneously exploring open, educational environments. Three key elements are addressed; creating a concrete connection between digital information and the real world, supporting awareness of collaborative opportunities in an open environment, and promoting face-to-face collaboration. This dissertation details the conception, design, implementation, and evaluation of the Tangible Flags technology; a tangible interface that is developmentally appropriate for children (grades K-4) to embed and access digital information through their physical environment and multi-user tools that support collaboration in open environments. Tangible Flags are simple for children to attach to the environment and promote an awareness of artifact creation and exploration activities because they are visually apparent. An interface that provides an awareness of changes to digital artifacts and enables concurrent and remote access to these artifacts further enhances collaboration. Two studies were conducted to evaluate the concepts of Tangible Flags. A case study was conducted in an authentic outdoor learning environment, a National Park. A second study compares children's use of the Tangible Flags technology to a roughly equivalent paper system. Quantitative and qualitative analysis indicates that children using Tangible Flags participated in more asynchronous collaborative activity and were more engaged than those who did not. It also showed that awareness of peer activity combined with remote and concurrent access to digital artifacts resulted in increased face-to-face collaborative activity and examines the impact of artifact awareness and access on children's focus on the environment. These contributions will be useful to educators, designers of educational environments and researchers in the field of children's educational technology

Getting in Touch: Language and Digital Inclusion in Australian Indigenous Communities

Indigenous people in remote Australia face many dilemmas in relation to the status and vitality of their languages and communication ecologies. Cultural leaders want to maintain endangered heritage languages, yet this concern is balanced against an awareness that English competency is a necessary life skill. Remote Indigenous groups must also negotiate the effect of globalized media on language and cultural practices. While public policy seeks to bridge the digital divide in remote Australia, little attention has been paid to the dominance of English in the new digital environment and the potential impact that increased English language activities may have on endangered Indigenous languages. In this paper we discuss the Getting in Touch project, a joint initiative between linguists, Australian Indigenous language speakers, and software developers. Using a participatory, collaborative process, the project aims to develop ideas for digital resources that privilege Indigenous languages and knowledge systems. We argue that taking Indigenous languages into account in app design may help enhance digital literacies in remote Indigenous communities and promote digital inclusion.National Foreign Language Resource Cente

Challenges That Confront Offenders During Reentry Into Kenyan Communities

Over the last several years, the issue of prisoner reentry has dominated the corrections literature, which should not be surprising considering the volume of ex-inmates who are returning to our communities each year. As a direct result of this nation’s increased reliance on imprisonment as a response to criminal behavior, there are record numbers of individuals serving time in correctional facilities. Inmates face many challenges as they attempt to transition from the institution to the community. Securing suitable housing, finding employment, and addressing substance abuse and mental health problems present formidable obstacles to offenders as they attempt to reconnect with society.  At the same time, there is strong evidence to suggest that inmates are leaving confinement less prepared to face life in the community. As Petersilia (2001) noted, fewer programs, and a lack of incentives for inmates to participate in them, mean that fewer inmates leave prison having participated in programs to address work, education, and substance use deficiencies. One undeniable consequence of the imprisonment binge has been the release of record numbers of inmates, who have served longer sentences and are less prepared to face life in society. While these facts are in themselves concerning, prisoner reentry takes on a new level of significance when one considers the impact these returning inmates will have on their communities. As Travis et al. (2001) report, “nearly two-thirds of released prisoners are expected to be rearrested for a felony or serious misdemeanor within three years of their release,” which “translate[s] into thousands of new victimizations each year.” While public safety concerns are paramount, the consequences of prisoner reentry are not limited to fears of re-offending. Given evidence from available research studies, the impact of prisoner reentry has far reaching consequences, a fact which has not escaped the attention of either policymakers or academics. Over the last several years, this issue has received considerable attention. At the same time, this issue has become the focal point for many researchers, which has both increased our awareness of the consequences of this phenomenon, as well as guided policy makers in the development of new programs. It is upon this backdrop that this study sought to investigate the challenges facing prisoners as they return to the community after serving their sentences. A sample of 146 respondents comprising male and female recidivists at Kakamega and Shikusa Prisons in western Kenya were considered for the study. Research objective and hypothesis were formulated based on the study constructs. A standard questionnaire was used to collect data from the respondents who were identified using purposive sampling technique. Both quantitative and qualitative data was collected and analyzed. Statistically quantitative data was analyzed using inferential statistics. Study findings revealed that that offenders face challenges during reentry and the time spent in prison was a statistically significant predictor of the reentry experience of offenders. Keywords: Prisoner, re-entry, communit

The Perception of Obesity Among African American Women 35 Years and Older in Houston, Texas

As obesity has reached an epidemic level, the female population age 35 years and older is struggling with increased risks of death from type 2 diabetes, hypertension, coronary heart disease, stroke, and certain cancers. The purpose of this study was to explore the perception of overweight and obesity among African American women 35 years and older in Houston, Texas. A phenomenological approach was adopted for this study to explore the perception of overweight and obesity among African American women 35 years and older in Houston, Texas. This study was also guided by the Health Belief Model as a conceptual framework in relation to overweight prevention and obesity control. Flyers were distributed to recruit participants from church, fitness center, and AllcareMedical Center. Ten African American women 35 years and older living in Houston, Texas were selected to participate for this study. The selected participants were either obese, overweight, at risk of being obese or overweight or had family member who is either overweight or obese. Face-to-face interviews were conducted to collect data, and the information collected was coded for themes. Findings indicated the need to engage in physical exercise and eating right as strategies to reduce the rate of obesity. The study contributes to social change through awareness and education as it encourages health professionals to use the findings to develop relevant strategies to understand the impact of obesity while using the perceptions of overweight and obesity to improve health and well being among African American women 35 years and older

The impact of eye contact on the sense of agency

Recent research suggests that eye contact can lead to enhanced self-awareness. A related phenomenon, the sense of agency deals with the notion of the self as the origin of our actions. Possible links between eye contact and agency have been so far neglected. Here, we investigated whether an implicit sense of agency could be modulated by eye gaze. We asked participants to respond (button press) to a face stimulus: looking or not at the participant (experiment 1); or displaying distinct eye gaze before or after a mask (experiment 2). After each trial, participants estimated the time between their key press and the ensuing effects. We found enhanced intentional binding for conditions that involved direct compared to averted gaze. This study supports the idea that eye contact is an important cue that affects complex cognitive processes and suggests that modulating self-processing can impact the sense of agency

A Cluster Randomised Trial Evaluation of the Media Initiative for Children: Respecting Difference Programme

Evaluates trial outcomes of a preschool program designed to raise awareness of diversity issues, increase empathy, and promote inclusive behaviors among children, early childhood practitioners, and parents. Considers implications for further development