Testimonies

Part of the work of the Members of the EEC during the Congress of Celje consisted in reading and studying narrations of conversions to the faith today. In the months prior to the Congress, 4 testimonies of conversion were gathered. These 4 testimonies are by Alessandro, Monia, Florence and Octavia. The four persons from whom the testimonies were gathered asked EEC to remain anonymous. This is the reason why only the first names are used here.peer-reviewe

Education for peace: testimonies from world religions

Reviewed Book: Gordon, Haim. Education for peace: testimonies from world religions. Maryknoll, NY: Orbis Books, 1987

Discrimination at the Workplace, From Application to Termination

[Excerpt] In the spring and summer of 2013, Make the Road New York surveyed over 250 LGBTQ and gender non-conforming identified individuals about their experiences with gender identity/expression employment discrimination. The individuals surveyed had applied for jobs in a variety of di!erent industries, including retail, finance, and education. We also surveyed more than 100 non-LGBTQ identified individuals. Surveys were conducted at local community organizations, LGBTQ support groups, and public events. Finally, we collected in-depth testimonies from transgender and gender non-conforming identified individuals about their experiences with employment discrimination. Those testimonies are included in this report

Matthew Lipman: testimonies and homages

We lead off this issue of Childhood and Philosophy with a collection of testimonies, homages, and brief memoirs offered from around the world in response to the death of the founder of Philosophy for Children, Matthew Lipman on December 26, 2010, at the age of 87. To characterize Lipman as “founder” is completely accurate, but barely evokes the role he played in conceiving, giving birth to, and nurturing this curriculum cum pedagogy that became a movement, and which has taken root in over 40 countries, from Iceland to Nigeria to Taiwan to Chile and everywhere in between. The movement itself is broader than the program, which has in fact experienced multiple transformations in multiple contexts over its half-century of life. In fact, as many of the testimonies below either state outright or imply, the movement is an emancipatory one and thus implicitly political, infused with all the long-suffering hope for our species inspired in us by the fact of natality, and by our own intuitive faith in the transformative power of reason—or as Lipman came to call it, “reasonableness.” For those seized by its educational possibilities, it presents a sudden influx of sunlight and fresh air into an institution long stultified by its own rigid habitus, and promises the reconstruction of schooling in the image of authentic democratic practice that recognizes and honors the unique capacities of children. As Philosophy in the Classroom—Lipman’s first and now classic statement of educational philosophy--puts it, the movement promises a re-orientation of the goal of education from information (or “learning”) to meaning, and inaugurates the dialogue with childhood and children that follows from that. Lipman was not just founder of this movement but creator, inventor, developer, convener, organizer, faithful soldier, ambassador, apologist, polemicist, propagandist, and, finally, undying optimist

Gathering the Voices: disseminating the message of the Holocaust for the digital generation by applying an interdisciplinary approach

The aim of the Gathering the Voices project is to gather testimonies from Holocaust survivors who have made their home in Scotland and to make these testimonies available on the World Wide Web. The project commenced in 2012, and a key outcome of the project is to educate current and future generations about the resilience of these survivors. Volunteers from the Jewish community are collaborating with staff and undergraduate students in Glasgow Caledonian University in developing innovative approaches to engage with school children. These multimedia approaches are essential, as future generations will be unable to interact in person with Holocaust survivors. By students being active participants in the project, they will learn more about the Holocaust and recognize the relevance of these testimonies in today’s society. Although some of the survivors have been interviewed about their journeys in fleeing from the Nazi atrocities, for all of the interviewees, this is the first time that they have been asked about their lives once they arrived in the United Kingdom. The interviews have also focused on citizenship and integration into society. The project is not yet completed, and an evaluation will be taking place to measure the effectiveness of the project in communicating its message to the public

Illinois Commission on the Elimination of Poverty Annual Report 2012

This annual report includes a letter from the commission's co-chairs, an overview of the progress being made to eliminate extreme poverty in Illinois, recommendations for future activities, state budget, legislation information, list of members of the commission and testimonies from public hearings

Behaviors That Eliminate Health Disparities for Racial and Ethnic Minorities: A Narrative Systematic Review

Within the health care provider-health care recipient relationship the communication must be culturally competent to eliminate barriers to equitable health care for all Americans. This assertion has conceptual grounding in Public Law 106-129 (the Health Care Research and Quality Act of 1999) and Public Law 106-525 (the Minority Health and Health Disparities Research and Education Act of 2000). This narrative systematic review examines this assertion by using selection and exclusion criteria to gather interventions, assessments, and testimonies conducted from 2000-2007. Reports that were not eliminated via these criteria were analyzed to determine the effect of specific practices that were undertaken in interventions, assessments, and testimonies. Which practices does research propose as indispensable to efforts to eliminate health disparities for racial and ethnic minority health care recipients? Findings indicate that culturally competent behaviors by providers and recipients promote effective intercultural communication that eliminates health care disparities, and removes obstacles to care

Spreadsheet of Dunlop Commission Testimonies and Reports

A complete listing of all documents related to the Commission on the Future of Worker-Management Relations (or Dunlop Commission) housed on Digital Commons. The spreadsheet is sortable by title, author, document type, and date. Links to each document are provided

The aesthetic zone of interaction. How are aesthetic design qualities experienced?

The aim of the present position paper is to raise issues concerning aesthetic experience in relation to an ongoing work of designing an artefact encouraging video reporting of personal experiences. The work serves as an example of a design experiment where aesthetic qualities are emphasized, but where the resulting interactions have not yet been analyzed in relation to these qualities. Our position is that the aesthetics of an interactive artefact evolves in the interactive zone between people who use it and the artefact itself. The aesthetic qualities are, thus, crystallized in the use of the artefact – whether it ranks high on a usability scale or not. Just as usability qualities, the aesthetic qualities contain contextual factors of its users, such as their pre-comprehension of the artefact, their cultural background and their emotional states. Furthermore, they include the context of the artefact, such as its physical design and the environment of its use. Our standpoint is consistent with Shusterman’s pragmatist approach to aesthetics, as related by Petersen et al. [2]. This approach promotes aesthetics of use rather than aesthetics of appearance. The experience of aesthetics lies in the interaction with the artefact rather than merely in the visual perception of it