Promoting Healthy Development: Educating Somali Mothers and Children on the Importance of Outdoor Physical Activity

This paper describes an educational program that was designed to provide education and awareness for Somali mothers and children about the importance of outdoor physical activity on healthy child development. The program is based on Margaret Newman\u27s nursing theory of Health as Expanding Consciousness and Hartrick-Doane & Varcoe\u27s concept of walking with. A comprehensive literature review was completed to exemplify the need for outdoor physical activity education in the immigrant population

Affective affordances and psychopathology

Self-disorders in depression and schizophrenia have been the focus of much recent work in phenomenological psychopathology. But little has been said about the role the material environment plays in shaping the affective character of these disorders. In this paper, we argue that enjoying reliable (i.e., trustworthy) access to the things and spaces around us — the constituents of our material environment — is crucial for our ability to stabilize and regulate our affective life on a day-today basis. These things and spaces often play an ineliminable role in shaping what we feel and how we feel it; when we interact with them, they contribute ongoing feedback that " scaffolds " the character and temporal development of our affective experiences. However, in some psychopathological conditions, the ability to access to these things and spaces becomes disturbed. Individuals not only lose certain forms of access to the practical significance of the built environment but also to its ​ regulative​ significance, too — and the stability and organization of their affective life is compromised. In developing this view, we discuss core concepts like " affordance spaces " , " scaffolding " , and " incorporation ". We apply these concepts to two case studies, severe depression and schizophrenia, and we show why these cases support our main claim. We conclude by briefly considering implications of this view for developing intervention and treatment strategies

Chinese Public Attitude towards the Treatment of International Students Studying in China: Reality and Recommendations

International student education is an important aspect of China’s higher education opening-up. However, in recent years, negative incidents about the treatment of international students in China have appeared on the internet, and the Chinese public’s negative attitude towards the treatment of international students in China has become increasingly prominent. Therefore, from the perspective of social conflict theory, this article analyzes the reasons for the Chinese public’s attitude towards the treatment of international students in China, and proposes the specific path for the adjustment of Chinese public’s attitude towards the treatment of international students in China

Can health trainers make a difference with difficult-to-engage clients? A multisite case study

A political attempt in the United Kingdom to address health inequalities in the past decade has been the government’s initiative to employ local health trainers (HTs) or health trainer champions (HTCs) to support disadvantaged individuals with aspects of their health-related behaviors. HT/HTCs provide health-related information and support to individuals with healthy eating, physical activity, and smoking cessation. They undertake community engagement and direct individuals to relevant health services. They differ in that HTs are trained to provide health interventions to individuals or groups and to make referrals to specialist health care services when necessary. This article provides an evaluation of HT/HTCs interventions across three sites, including one prison, one probation service (three teams), and one mental health center. An evaluation framework combining process and outcome measures was employed that used mixed methods to capture data relating to the implementation of the service, including the context of the HT/HTCs interventions, the reactions of their clients, and the outcomes reported. It was found that HT/HTCs interventions were more effective in the prison and mental health center compared with the probation site largely as a result of contextual factors

Generating Rembrandt: Artificial Intelligence, Copyright, and Accountability in the 3A Era--The Human-like Authors are Already Here- A New Model

Artificial intelligence (AI) systems are creative, unpredictable, independent, autonomous, rational, evolving, capable of data collection, communicative, efficient, accurate, and have free choice among alternatives. Similar to humans, AI systems can autonomously create and generate creative works. The use of AI systems in the production of works, either for personal or manufacturing purposes, has become common in the 3A era of automated, autonomous, and advanced technology. Despite this progress, there is a deep and common concern in modern society that AI technology will become uncontrollable. There is therefore a call for social and legal tools for controlling AI systems’ functions and outcomes. This Article addresses the questions of the copyrightability of artworks generated by AI systems: ownership and accountability. The Article debates who should enjoy the benefits of copyright protection and who should be responsible for the infringement of rights and damages caused by AI systems that independently produce creative works. Subsequently, this Article presents the AI Multi- Player paradigm, arguing against the imposition of these rights and responsibilities on the AI systems themselves or on the different stakeholders, mainly the programmers who develop such systems. Most importantly, this Article proposes the adoption of a new model of accountability for works generated by AI systems: the AI Work Made for Hire (WMFH) model, which views the AI system as a creative employee or independent contractor of the user. Under this proposed model, ownership, control, and responsibility would be imposed on the humans or legal entities that use AI systems and enjoy its benefits. This model accurately reflects the human-like features of AI systems; it is justified by the theories behind copyright protection; and it serves as a practical solution to assuage the fears behind AI systems. In addition, this model unveils the powers behind the operation of AI systems; hence, it efficiently imposes accountability on clearly identifiable persons or legal entities. Since AI systems are copyrightable algorithms, this Article reflects on the accountability for AI systems in other legal regimes, such as tort or criminal law and in various industries using these systems

From Little Words, Big Words Grow: Annotations on the Yo, Sí Puedo Experience in Brewarrina, Australia

This article is a reflection on the application of the Cuban literacy methodology Yo, Sí Puedo to the Australian setting. The Yo, Sí Puedo / Yes, I Can! model developed in Cuba by the Instituto Pedagógico Latinoamericano y Caribeño, IPLAC (Institute of Pedagogy for Latin America and the Caribbean) has been successfully implemented across the Global South as a strategy of adult literacy. It is a legacy of our Latin American revolutionary roots, with its origin in the Freirean pedagogy of the oppressed. Expanding across continents this model continues to teach reading and writing to disenfranchised adults in marginal and Indigenous communities, from the Argentinean Chaco to Brewarrina in northern NSW, Australia. Its aim is to contribute to the hope of improving the health and educational outcomes of the country’s First Peoples. This article is indebted to conversations with the Cuban advisor of Yes, I Can!, José Manuel Chala Leblanch. Observing him working in the classroom setting of Brewarrina touched me at different levels: personally because it reminded me of my own family experiences with the education system in my country, Argentina; and professionally as an educator negotiating different languages and cultures. It also reinforced my belief in the importance of incorporating Indigenous ways of learning and teaching to Western styles of teaching and learning. I built this reflection moving from personal and poetic—visual and textual—narratives and observations to academic interventions informed by researched literature on adult and Indigenous education

Online Alternative Dispute Resolution and Why Law Schools Should Prepare Future Lawyers for the Online Forum

Goldberg discusses traditional law school curriculums and how the addition of ADR courses has supplemented the traditional law school curriculum in a way that helps law schools achieve educational and academic recommendations, suggested by various studies including the Carnegie Report and the Best Practices for Legal Education. The author then shows that the effects of globalization and the increased use of technology in daily life have caused a higher demand for OADR in legal practice. Further, because there is a growing use of technology in K-12 curriculums and the nation’s youth are becoming more technologically savvy every year, it is time for legal education to adapt to the realities of our modern world and incorporate both ADR and OADR practice into their curriculums. Goldberg concludes with various methods that law professors can use to effectively teach students ADR and OADR skills in a way that adequately supplements doctrinal courses