Relevant bibliographies by topics / Commonwealth Participation and Equity Program

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Commonwealth Participation and Equity Program'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Commonwealth Participation and Equity Program"

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Rawlinson, Nicole. "EDI Task Force: Expanding Representation: ALSC’s Equity Fellows Program." Children and Libraries 19, no. 2 (June 4, 2021): 35. http://dx.doi.org/10.5860/cal.19.2.35.

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The Equity, Diversity, and Inclusion (EDI) within ALSC Implementation task force exists to heighten visibility, increase opportunities, and eliminate challenges to participation within ALSC for BIPOC library workers.The task force supports ALSC’s charge to implement EDI practices while diversifying membership and future leadership. It aims to mitigate the impacts to participation associated with costs, perceived accessibility, and lack of diversity, while developing pathways to ALSC membership and leadership opportunities. Through the task force’s work, one of the main initiatives to increase BIPOC representation within the organization was realized through the development of the Equity Fellows program.
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Alshaer, Atef, and Andrew Hill. "BBC Arabic TV: Participation and the Question of Public Diplomacy." Middle East Journal of Culture and Communication 3, no. 2 (2010): 152–70. http://dx.doi.org/10.1163/187398610x509995.

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AbstractThis article analyzes the launch in 2008 of the BBC's Arabic television channel. Drawing upon the work of Lacan, and in particular his conceptions of the discourses of the master and the hysteric, it examines how the channel has sought to position itself as providing a forum for audience participation and debate, and asks why the channel has sought to configure itself in these terms. Underpinning these questions stands the relationship of the BBC World Service (within which BBC Arabic is located), with the UK Foreign and Commonwealth Office. The article takes as its focus the channel's 'flagship' discussion program Point of Debate. This program is contrasted with both traditional news broadcasting and Al-Jazeera's pioneering discussion program 'The Opposite Direction.' The paper examines how 'Point of Debate' has sought to encourage a form of questioning and debate that accords with the Foreign and Commonwealth Office's public diplomacy objectives. It moves on to analyze the relationship between the intended appeal of the channel and the position it has sought to occupy in the crowded Arab news mediascape. The article concludes by assessing the challenges facing the channel as it attempts to achieve its aims.
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Goward, Pru. "Child Care Reform and Labour Market Participation by Women." Australasian Journal of Early Childhood 23, no. 3 (September 1998): 1–4. http://dx.doi.org/10.1177/183693919802300302.

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Reforms to the Commonwealth Government's Children's Services Program in the 1996 and 1997 Budgets have attracted considerable comment. Much of this comment has been predicated on the basis of a direct and causal link between changes to child care and changes in the participation of women with young children in the labour force. Evidence of changes to the labour market participation of women is very limited. Furthermore, the relationship between the labour market participation of women and child care is complicated by a range of other influences which makes drawing simple conclusions difficult.
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Santoso, Marianne, Rachel Bezner-Kerr, Neema Kassim, Elias Mtinda, Haikael Martin, John Hoddinott, and Sera Young. "Predictors of Program Participation in a Nutrition-Sensitive Agroecological Intervention in Singida, Tanzania." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 903. http://dx.doi.org/10.1093/cdn/nzaa053_108.

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Abstract Objectives Nutrition-sensitive agricultural interventions are theorized to improve child's diet through asset provision and program participation. Although some programs measure participation, predictors of participation are understudied. We therefore investigated predictors of men's and women's program participation in Singida Nutrition and Agroecology Project (SNAP-Tz; NCT02761876). Methods In SNAP-Tz, ‘mentor farmers’ led their peers (smallholder farmers with children < 1 year at baseline) in learning about agroecology, nutrition, and gender equity through meetings and household visits. At baseline, we collected data on demographics, Household Food Insecurity Access Scale (0–27), men's involvement in 7 household tasks (0–7), and Abbreviated Women's Empowerment in Agriculture Index (AWEAI). Participating men (n = 262) and women (n = 283) were asked to recall their program participation biannually. Predictors of high participation, defined as attendance in ≥60% participant meetings and household visits, were identified using multiple logistic regressions, controlling for clustering at the village level. Results Only 59% and 37% of women and men, respectively, had high participation. Women's high participation was associated with their spouse's participation (OR = 4.23, P < 0.01), greater food insecurity (OR = 1.03, P = 0.03), years of education (OR = 1.13, P = 0.02), and being empowered (OR = 5.88, P < 0.01). Men's high participation was associated with their spouse's participation (OR = 4.22, P < 0.01), greater food insecurity (OR = 2.23, P = 0.01), involvement in household tasks (OR = 1.25, P = 0.04), and age (OR = 1.03, P < 0.01). Conclusions Associations between an individual's and their spouse's participation indicate the importance of spousal dynamics. The association between participation and baseline gender equity (i.e., women's empowerment, men's involvement in household tasks) highlights the challenges of gender programming in nutrition-sensitive interventions. Analysis of program participation was simple and revealed valuable lessons for program implementation and design; more programs should therefore analyze participation. Funding Sources This study was funded by the McKnight Foundation, the Borlaug Fellowship in Global Food Security Research, and NIH K01 Award.
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Speers, A., N. Booker, S. Burn, S. Gray, T. Priestly, and C. Zoppou. "Sustainable urban water - analysis of the opportunities." Water Supply 1, no. 4 (June 1, 2001): 209–16. http://dx.doi.org/10.2166/ws.2001.0086.

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This paper describes a major program of research by the Commonwealth Scientific and Industrial Research Organization (CSIRO) into urban water, wastewater and stormwater services. The intent of the program has been to identify opportunities for achieving more sustainable urban water services. The term “sustainable” has been interpreted to mean improvements in environmental and economic performance of systems which maintain inter- and intragenerational equity. It is evident from the conclusions of the feasibility stage of the Urban Water Program that such opportunities exist, particularly with regard to the design and configuration of water and wastewater systems. The structure of the UWP is described and examples of critical outcomes given.
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Levy, Stuart, and Julie Murray. "Broadening Educational Access and Participation: The Successes of a Regional Equity and Access Program." International Journal of Learning: Annual Review 12, no. 7 (2006): 295–302. http://dx.doi.org/10.18848/1447-9494/cgp/v12i07/47925.

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Biddle, Nicholas, Heather Crawford, and Robyn Seth-Purdie. "Risk Burden, Participation in Early Childhood Education and Care, and Child Outcomes." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 49–59. http://dx.doi.org/10.23965/ajec.42.1.06.

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IN 2008, AUSTRALIAN COMMONWEALTH and state and territory governments signed a National Partnership Agreement on Early Childhood Education, committing to provide universal access to quality early childhood education in the year before full-time schooling. The agreement noted that early childhood is a critical development period and quality early childhood education programs particularly benefit children at risk of poorer outcomes. Using the Longitudinal Study of Australian Children, we show that for children aged four to five years in 2008, baseline risk factors were significantly associated with a range of poorer outcomes in the early school years and these associations were not offset by participation in a preschool program or attendance at day care without a preschool program. These results serve as a benchmark for the success of subsequent initiatives to provide children with universal access to quality preschool programs.
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Adams, Karen, and Merilyn Spratling. "Keepin Ya Mob Healthy: Aboriginal Community Participation and Aboriginal Health Worker Training in Victoria." Australian Journal of Primary Health 7, no. 1 (2001): 116. http://dx.doi.org/10.1071/py01020.

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This article outlines the development of accredited Aboriginal Health Worker training in Victoria. The processes of community consultation are presented as the primary reason for the successful implementation of the training program in its first year of delivery. The most important community consultation processes involved the active input of Elders and Aboriginal Health Workers. The training was seen as more credible by other Koorie people because of the input of these groups. The supportive role played by both the State and Commonwealth governments as well as industry groups are also explored. The successful implementation of the Aboriginal Health Worker training program demonstrates that Aboriginal people know what is best for them and can effectively initiate, organise and deliver their own culturally appropriate training programs.
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Richmond-Cullen, catherine. "THE EFFECT OF AN ARTIST-IN-RESIDENCE PROGRAM ON SELF-REPORTED LONELINESS IN OLDER ADULTS." Innovation in Aging 3, Supplement_1 (November 2019): S53. http://dx.doi.org/10.1093/geroni/igz038.208.

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Abstract The study, funded by the Pennsylvania Council on the Arts and the Pennsylvania Department of Aging, measured the effect that an artist in residence program (conducted by state-vetted professional teaching artists) had on self-reported loneliness in older adult. All participants were aged sixty years or older and participated in programming in state-funded adult community centers located in fourteen sites throughout the Commonwealth of Pennsylvania. Artists offered 10 sessions in creating and critiquing art to older citizens in the artists’ respective art forms including performing arts, visual arts and multidisciplinary/interdisciplinary arts. Through pre and post-tests, changes in loneliness were measured using the Revised UCLA Loneliness Scale. The data revealed that there was a significant correlation between a self-reported decrease in feelings of loneliness and participation in a program conducted by professional artists. . It was proposed that findings from the study could influence the quality of programs provided by state-funded adult community centers in Pennsylvania and increase funding levels to adult community centers throughout the Commonwealth of Pennsylvania.
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Bin Amin, Umar. "Muslim Employment in Commonwealth Government Departments and Agencies in the Context of Access and Equity." TARBIYA: Journal of Education in Muslim Society 3, no. 1 (June 21, 2016): 1–19. http://dx.doi.org/10.15408/tjems.v3i1.3485.

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Abstract Government agencies and departments are considered as a collectively owned body and therefore they can be assumed as a reflection of the whole society. But the current research, Muslim Employment in Commonwealth Government Departments and Agencies in the Context of Access and Equity, suggests that migrants face a greater exclusion of Australia from government department in general but Muslim community is bearing the extensive brunt. In this research the exclusion was examined at three different sphere, at national employment level, national government department’s level and managerial levels of government employment. In each sphere it was found that the Muslim community was two times less inclusive thus making it six times excluded from the society overall. After collecting these results and combining them with an academically defined state of inclusion, it yielded new conditions for Harmony as: access and equal opportunities for all Australians while having a sense of being equally valued and have the opportunity of full participation with redistribution of power for the powerless. Abstrak Instansi pemerintah dan departemen dianggap sebagai badan yang dimiliki secara kolektif dan karena itu mereka dapat diasumsikan sebagai refleksi dari seluruh masyarakat. Tetapi penelitian saat ini, Pekerjaan Muslim di Departemen Pemerintah Persemakmuran dan Instansi dalam Konteks Akses dan Kesetaraan, menunjukkan bahwa migran secara umum menghadapi pengucilan lebih besar dari Australia dari departemen pemerintah di masyarakat tetapi Muslim terpaksa menanggung beban yang luas. Dalam penelitian ini pengucilan diselidiki pada tiga bidang yang berbeda, di tingkat kerja nasional, tingkat departemen pemerintah nasional dan tingkat manajerial kerja pemerintah. Dalam setiap lingkup ditemukan bahwa komunitas Muslim dua kali lebih inklusif sehingga membuatnya enam kali dikucilkan dari masyarakat secara keseluruhan. Setelah mengumpulkan hasil-hasil dan menggabungkannya dengan negara inklusi yang didefinisikan akademis, itu menghasilkan kondisi baru untuk Harmony sebagai: akses dan kesempatan yang sama bagi semua warga Australia sementara memiliki rasa yang sama-sama dihargai dan memiliki kesempatan berpartisipasi penuh dengan redistribusi kekuasaan untuk ketberdayaan. How to Cite : Amin, U. B. (2016). Muslim Employment In Commonwealth Government Departments And Agencies In The Context Of Access And Equity. TARBIYA: Journal Of Education In Muslim Society, 3(1), 1-19. doi:10.15408/tjems.v3i1.3485. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i1.3485
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Dissertations / Theses on the topic "Commonwealth Participation and Equity Program"

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Joliffe, E. Keith, and n/a. "PEP (ACT) : factors modifying the delivery and impact of a Commonwealth specific purpose program in the Australian Capital Territory 1984-1986." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060802.160503.

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The Field Study Report records the establishment of a theoretical model for examining aspects of complex innovations, the application of that model to the Commonwealth Participation and Equity Program in the ACT government sector using an historical perspective, and the drawing of conclusions occasioned by that, application. Based on the literature of the management of change, educational administration and educational politics as well as the history of the program, it is argued that specific groups of factors influencing the delivery and impact of the program may be identified and their effects described, with a view to guiding future delivery of major educational reform programs. The theoretical model for classifying and examining the relative importance of the factors is a synthesis based on the work of the researchers Hoy and Miskel (1982), with a major additional component, prompted by writers in the field of educational politics. The method of application also allows the discussion of two further underlying propositions. These are; (a) That the modes of delivery employed by the ACT Schools Authority for PEP evolved during the course of its implementation; (b) That the program had a discernible impact, in terms of its aims, but this impact, was modified qualitatively and quantitatively by the process of mutual adaptation and by other factors external and internal to the program. In a series of linked steps, the thesis examines the literature, drawing out a grouped collection of factors potentially influencing the program, describes the context, modes of delivery, aims and outcomes of PEP, categorises the identified factors according to their apparent relative influence, and uses these learnings to make predictions and conclusions about PEP and future system-wide reform initiatives. It is concluded that the underlying propositions of the thesis are confirmed. It is also argued that the study has highlighted the predominant influence of political factors, most groups of management factors and factors related to school organisation, whereas other factors are of lesser importance in moulding program delivery strategies and shaping program outcomes. As well, the thesis concludes that the particular framework adopted for the study possesses considerable potential for use in a variety of future research, and that the introduction of the factor-based structure as a means of carrying out historical research helps promote rigour, objectivity and credibility where there is a reliance on the involvement of a participant-observer to provide reflective data. In relation to PEP itself, it is concluded that the process of mutual adaptation and the influence of the multiplicity of factors ensured that the higher-order program outcomes such as institutionalisation of new curriculum definitions, the development of negotiated student, management and teaching/learning strategies and attitudinal changes about, the purposes and ownership of education, were modified even more significantly than the outcomes which could be measured in quantitative terms. A collection of specific suggestions for improved program delivery in the future is provided.
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McDonnell, T., and n/a. "Managing change : the implementation of the participation and equity program in a central school." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060918.141456.

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The major purposes of this study are twofold. The first purpose is to describe the setting and the context for the program and the methods by which a Government initiated change, a Participation and Equity Program,was introduced into a particular school. The second purpose is to consider the change process which occurred and to analyse the factors involved in the change and the procedures by which the change was managed. The study outlines ways in which change can become an issue on the political agenda and hence become a Government priority which is eventually handed down as policy to be followed by schools. Introduction of change in this manner is regarded as a top-down, or authoritarian, model of change. Such a model of change has the advantage of ensuring same change occurs within a specified time but at the same time there are disadvantages relating to a lack of skill, or expertise, amongst school staff and a possible lack of commitment to change. The study draws attention to problems encountered in the introductory procedures of the program which caused a sense of frustration amongst those attempting to manage the change at the school level. It is shown how the system failed to provide effective support at this level. It is suggested that there is a bureaucratic lack of understanding of the problems of implementing change in a school which is itself considered to be a loosely coupled organization with problems peculiar to itself. In summary the study suggests that progress was made, in this particular example, chiefly through efforts at the school level but the results could have been improved with effective system support. While there has been some success the change has not yet been institutionalized within the school.
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Maxwell, Anthony Fayne. "A Comparison of the Academic Achievements of Intermediate Students Based on Socioeconomic Status and Participation in an After-School Program." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2122.

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The purpose of this study was to determine what, if any, associations exist between students' academic success on achievement tests and the predictor variables of students' socioeconomic status, participation in an after-school program, and gender. Middlesboro Intermediate School contains a high number of students who participate in the federal free- or reduced-price school meals program, as well as attend the after-school program. This study factored in the student's academic success on the Kentucky Core Content Test and the socioeconomic status of students based on their qualification for the federal free- or reduced-cost school meals program, their participation in the after-school program, and their gender. This study was based on test results for students in the fourth grade in the areas of math, science, reading, writing on demand, and writing portfolio, as well as the test results for the fifth-grade students in the areas of arts and humanities, practical living-vocational studies, social studies, math, and reading. The entire school population was included except for students never attending the after-school program and students receiving testing modifications on the Kentucky Core Content Test. Based on the analysis of the data and findings of this study, the implementation of an after-school program appears to have benefits for all students regardless of socioeconomic status; however, student success differs by content areas and the number of days of attendance in the after-school program.
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Beaumont, Ana Capitolina de Loureiro. "O programa nacional de promoção da saúde oral e o desenvolvimento local: estudo de caso na escola EB1 JI do Alto da Peça em Alcabideche." Master's thesis, 2015. http://hdl.handle.net/10071/9103.

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O objeto de estudo desta investigação é o Programa Nacional de Promoção da Saúde Oral (PNPSO), como aplicação de um conceito inovador que pretende contrariar a tendência globalizante e normalizadora da atual sociedade industrializada – o conceito de Desenvolvimento Local. Perante a constatação de alguns eixos estruturais comuns entre este conceito que promove a cooperação para o bem estar-social e o conceito de promoção da saúde que serve de base à implementação e execução do PNPSO, estabeleceu-se como objetivo geral deste estudo a aferição do contributo do Programa para o Desenvolvimento Local. Através de análise documental, observação direta e também de uma metodologia de estudo de caso, aferiram-se dados quantitativos e qualitativos junto de uma amostra de 49 alunos do 4º ano de escolaridade e seus pais/encarregados de educação da Escola Básica do 1º ciclo e Jardim de Infância do Alto da Peça em Alcabideche e de alguns atores sociais implicados na execução das atividades do Programa1. Da análise dos resultados obtidos pode aferir-se existe uma parceria informal e amigável de longa duração entre a escola e o Centro de Saúde com uma partilha de recursos que permite a execução das atividades do PNPSO que se optou realizar na escola. A Higienista Oral que operacionaliza o Programa intervém de forma autónoma sem integração em equipa multidisciplinar, porém subjaze a possibilidade de se poder construir o diagnóstico social dos alunos envolvidos no estudo através de uma referenciação pela sua deficiente condição oral. Apesar de haverem evidências de capacitação quanto à sua higiene e saúde orais, a participação dos alunos e seus pais/encarregados de educação no Programa é passiva, não havendo uma postura empowered quanto às dinâmicas do PNPSO na escola. A equidade no acesso aos recursos do Programa é maioritariamente reconhecida e este satisfaz ainda outras necessidades para além da saúde oral, como é o caso de uma maior responsabilização para com a higiene, a saúde e a alimentação. Concluiu-se assim que apesar das fragilidades que apresentam os eixos estruturais do PNPSO no que respeita à promoção da saúde, este tem potencialidades para estar na base de uma rede de maior conhecimento das necessidades e prioridades dos cidadãos no sentido de possibilitar estratégias para o alcance do seu bem-estar, num processo dinâmico de cooperação interpares e rentabilização de recursos já existentes, como é o caso das consultas de tratamentos dentários e/ou de aplicação de selantes.
The research of this subject matter is the National Program for the Promotion of Oral Health (PNPSO) as an application of an innovative concept that seeks to counter the globalizing and normal trend of the current industrialized society - the Local Development concept. After noting some common structural axes between this concept that promotes cooperation for the social welfare and the concept of health promotion that is the basis for the implementation and execution of PNPSO, was established as a general objective of this study the measurement of this Program’s contribution to Local Development. Through document analysis, direct observation and also a case study methodology, quantitative and qualitative data parameters were assessed on a sample of 49 students in the 4th grade from the 1st cycle and Kindergarten Alto da Peça Basic School in Alcabideche, and their parents / guardians. Some social actors involved in the implementation of the Program activities were also interviewed.2 The analysis of the results shows that there is an informal and friendly long term partnership between the school and the health center with a sharing of resources that allows the execution of PNPSO activities that school teachers decided to perform in school. The Dental Hygienist who is responsible for the program at school operates independently without integration in a multidisciplinary team, but underlies the possibility of establishing a social diagnosis of the students involved in the study through a referral by their poor oral condition. Although there is evidence of training for their hygiene and oral health, participation of students and their parents / guardians in the program is passive, not having an attitude empowered to the PNPSO in school dynamics. Equity in access to program resources is mostly recognized and this still satisfy other needs in addition to oral health, as it is the case for greater accountability to hygiene, health and nutrition. It was concluded that despite the weaknesses of the structural axes of PNPSO regarding health promotion, it has the potential to form the basis of a network of greater knowledge of the needs and priorities of citizens in order to allow strategies to achieve their well-being in a dynamic process of peer cooperation and maximization of resources, like the dental care appointments to treat decay and other treatments such as sealants application.
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Books on the topic "Commonwealth Participation and Equity Program"

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Koki, Stan. JROTC program earning distinction in Commonwealth of the Northern Mariana Islands. Honolulu, Hawaii: Pacific Resources for Education and Learning, 1997.

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Sprung, Barbara. Playtime is science: An equity-based parent/child science program. New York: Educational Equity Concepts, 1997.

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Pat, Boland, WEEA Publishing Center, and Education Development Center, eds. Gender equity for educators, parents, and community. Newton, Mass: WEEA Publishing Center, Education Development Center, 1995.

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Chudacoff, Howard P. The Civil Rights Restoration Act and Enforcement of Title IX. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039782.003.0006.

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This chapter discusses Title IX, the Civil Rights Restoration Act, and gender equity on college sports. The Education Amendments passed by Congress in 1972 included a provision in its Title IX that “no person in the United States shall on the basis of sex be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.” However, many colleges and universities, whose athletic policies were dominated by male coaches and administrators, dithered on making significant commitments to expand female participation in intercollegiate athletics. In 1987, Congress proposed an act “to restore the broad scope of coverage and to clarify the application of Title IX.” The law, named the Civil Rights Restoration Act, which applied to Title IX and three other civil-rights statutes, would require that any organization or entity that receives federal funds, or indirectly benefits from federal assistance, must abide by laws outlawing discriminatory practices based upon race, religion, color, national origin, age, disability, or gender.
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Book chapters on the topic "Commonwealth Participation and Equity Program"

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Hopkinson, Alan. "International Librarianship." In Advances in Library and Information Science, 51–62. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4365-9.ch006.

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This chapter expresses the author’s lifetime work experiences in international librarianship. It includes trainings in bibliographic exchange formats and database management under UNISIST Program in India and Nepal; his 25 years of teaching of CDS/ISIS in the developing countries as UN consultant; his work of introducing IFLA standards and introduction of a new master’s program in Library and Information Science in three of the former Soviet republics; his assistance to get them funds to link to the internet and digitising their historical manuscripts and learned journals; his work as an instrument in Commonwealth Professional Fellowships to help British Commonwealth countries to embrace the latest techniques in information management. To make UK’s voice heard in the field of international standards led to author’s participation in the UNIMARC and UDC projects. The author is now working on information literacy education project in the universities of the Western Balkans.
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van der Laan, Luke, and Liz Neary. "Equity and Access as Keys for Opening Open Learning." In Open Learning and Formal Credentialing in Higher Education, 263–90. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8856-8.ch014.

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This chapter adopts a critical perspective of how open education (OE), based on the principles of equity and access, aligns with the mega-drivers of contemporary higher education. These include key drivers of OE such as lifelong learning, self-directed career development and credentialing. The process of synthesising learning, work and transition within what is described as the ‘conceptual age' of work, is daunting to the majority of members of the workforce globally. A combination of regulation, academic dogma underpinning traditional university models and rigid assumptions as to the nature of knowledge frustrate the promotion of OE. This case study explores a work-based learning (WBL) university program designed to broaden access and equity to universities within the context of mega-drivers shaping higher education demand. The model complements rather than competes with traditional university offerings and represents a pragmatic response to the barriers to participation and OE principles.
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Sandoval-Lucero, Elena, Libby A. Klingsmith, and Ryan Evely Gildersleeve. "Using Social-Situational Learning to Create Career Pathways Into Community College Leadership." In Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education, 48–74. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8488-9.ch003.

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This chapter describes a partnership created between a community college and a university designed to create pathways into community college leadership. The program used social-situational approaches to learning, placing students enrolled in the university's higher education graduate programs into graduate assistant positions that had defined responsibilities for the college's key strategic priorities. The program introduced students to multiple leadership pathways through participation in a community college environment. Students engaged in work that significantly advanced the college's strategic initiatives. The program centered social-situational leadership development on multiple levels and circulated through the shared priorities of social justice and inclusive excellence across the community college and the university. The partnership viewed graduate student development through the lens of transformative leadership, focusing on equity, access, diversity, ethics, critical inquiry, transformational change, and social justice. These principles underlie in the mission of both institutions.
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Sandoval-Lucero, Elena, Libby A. Klingsmith, and Ryan Evely Gildersleeve. "Using Social-Situational Learning to Create Career Pathways Into Community College Leadership." In Research Anthology on Instilling Social Justice in the Classroom, 564–84. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch034.

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This chapter describes a partnership created between a community college and a university designed to create pathways into community college leadership. The program used social-situational approaches to learning, placing students enrolled in the university's higher education graduate programs into graduate assistant positions that had defined responsibilities for the college's key strategic priorities. The program introduced students to multiple leadership pathways through participation in a community college environment. Students engaged in work that significantly advanced the college's strategic initiatives. The program centered social-situational leadership development on multiple levels and circulated through the shared priorities of social justice and inclusive excellence across the community college and the university. The partnership viewed graduate student development through the lens of transformative leadership, focusing on equity, access, diversity, ethics, critical inquiry, transformational change, and social justice. These principles underlie in the mission of both institutions.
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Dave, Gaurav, Cheryl Noble, Caroline Chandler, Giselle Corbie-Smith, and Claudia S.P. Fernandez. "Clinical Scholars: Using Program Evaluation to Inform Leadership Development." In Leading Community Based Changes in the Culture of Health in the US - Experiences in Developing the Team and Impacting the Community. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98451.

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Leadership development programs are notoriously difficult to evaluate, and when evaluations are attempted, they often do not go beyond measuring low-level, short-term outcomes of the impacts experienced by participants. Many leadership development programs do not systematically assess changes that are catalyzed within the organizations, communities and systems in which participants lead. To address these challenges, evaluators of the Clinical Scholars National Leadership Institute (CNLI) have designed a comprehensive, mixed-methods evaluation approach to determine the effectiveness of the training and explore the impacts of participants in the spheres in which they lead. Guided by Michael Patton’s Developmental Evaluation approach and framed by Kirkpatrick’s Training Evaluation Model, the CSNLI evaluation collects data on multiple levels to provide a robust picture of the multiple outcomes of the program. The approach focuses on individual participant outcomes, by measuring competency changes over time and exploring how participants use the competencies gained through the training in their work. Social network analysis is utilized to measure the development and expansion of participants’ networks and collaboration within the teams, cohorts, and across sectors and disciplines throughout their time in the CSNLI. The Most Significant Change methodology and semi-structured alumni interviews are used to measure impacts participants identify as occurring as a result of their participation. Finally, Concept Mapping is implemented to explore how Fellows make meaning of the foundational concepts and values of the CSNLI. The outcome and impact evaluation activities employed by the CSNLI, in combination with quality improvement-focused process evaluation, support innovation and excellence in the provision of a health equity-grounded leadership development program.
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Kitainge, Kisilu M. "Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions." In Handbook of Research on E-Learning Applications for Career and Technical Education, 34–46. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch003.

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This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders.
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Lugo, Ariel E. "A Glimpse of the Tropics Through Odum’s Macroscope." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0040.

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The philosophy of research in the Long-Term Ecological Research (LTER) program expanded what I learned in graduate school from H. T. Odum by providing an approach for a holistic understanding of ecological processes in the tropics. Participation in the LTER program enabled collaborations with many talented people from many parts of the world and enabled the mentoring and education of a new cadre of tropical natural and social sciences students. By expanding the opportunities for research and analysis at larger scales, the LTER program allowed me to address tropical ecosystem responses to such phenomena as hurricanes, floods, landslides, and past land uses and to do so at the appropriate scales of time and space. Paradigms of tropical forest resilience and adaptability in the Anthropocene emerged from research at the Luquillo (LUQ) LTER site. I first became aware of the LTER program in 1978 as I walked by the White House in Washington, DC, with Sandra Brown, then an intern on the President’s Council on Environmental Quality (CEQ), and Wayne Swank, a US Forest Service employee on detail with the National Science Foundation (NSF). I was a staff member at CEQ, and W. Swank explained to us a new long-term ecological research program that he was helping develop at the NSF. Although the first cadre of sites appeared to have been selected, I was immediately captured by the concept and expressed my interest in developing a proposal for a tropical site in Puerto Rico. Little did I know at the time that my whole scientific career was about to change, in part because of the LTER program, but also because I was to become a US Forest Service scientist. The first 30 years of my US Forest Service career would be heavily influenced by the LTER program and the people I worked with while developing a new way of thinking about tropical forest ecosystems. I am an ecologist trained at the Universities of Puerto Rico and North Carolina at Chapel Hill. My experience before becoming part of the LTER program involved (1) teaching at the University of Florida at Gainesville and (2) government work at the Commonwealth (Puerto Rico Department of Natural Resources) and federal (President’s Council on Environmental Quality) levels.
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"Pacific Salmon: Ecology and Management of Western Alaska’s Populations." In Pacific Salmon: Ecology and Management of Western Alaska’s Populations, edited by Susan Hanna. American Fisheries Society, 2009. http://dx.doi.org/10.47886/9781934874110.ch59.

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<em>Abstract.</em>—The Arctic-Yukon-Kuskokwim (AYK) Salmon Research and Restoration Program explicitly recognizes the integration of human dimensions with salmon ecosystems. This paper addresses the collaborative management approach to integration by summarizing how collaborative processes work and how they influence management performance. Collaborative fishery management includes stakeholders in a number of management functions such as data collection, research, planning, design, decision-making, monitoring, evaluation, and enforcement. This approach is included in the general category of “co-management,” which refers to the sharing of authority and responsibility among government and stakeholders. Co-management is a process, rather than a tool, of management. The direct involvement of stakeholders in the planning and control of their fisheries offers the potential of improving the performance of fishery management in promoting sustainability. Realizing the potential depends on the extent to which key co-management principles are addressed. These principles relate to three management components: background conditions in the fishery, management structure, and management operations. Background conditions that affect the performance of co-management include uncertainty, history, and context. Elements of fishery structure relating to co-management performance include boundaries, scale, representation, and participation. Fishery management operations influence co-management performance through stability and flexibility, cost effectiveness, and equity. The principles underlie co-management performance through the effect they have on transaction costs and incentives. Columbia River salmon recovery provides a good example of the influence of transaction costs and uncertainty on collaborative management and resource recovery. The complexity of Columbia River Basin co-management includes scale, fragmentation, scientific uncertainty, and legacy. These variables lead to co-management research suggestions for the AYK Salmon Research and Restoration Program.
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Conference papers on the topic "Commonwealth Participation and Equity Program"

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Catete, Veronica, Dave Bell, Amy Isvik, Nicholas Lytle, Yihuan Dong, and Tiffany Barnes. "Bridge to Computing: An outreach program for at-risk young men." In 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2020. http://dx.doi.org/10.1109/respect49803.2020.9272475.

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Ko, Lily T., Janet Smith, Maria Ong, and Apriel K. Hodari. "Program alliances: Creating pathways to success for women of color computing students." In 2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2016. http://dx.doi.org/10.1109/respect.2016.7836184.

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Mack, Naja A., Kaylah Mackroy, Chassidy Cook, Robert Cummings, Tristian Pittman, and Kinnis Gosha. "Evaluating a Cybersecurity Training Program for Non-Computing Major Undergraduate ROTC Students." In 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2020. http://dx.doi.org/10.1109/respect49803.2020.9272508.

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Sweany, Philip. "Designing a pre-service CS teacher education program with a focus on diversity." In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2015. http://dx.doi.org/10.1109/respect.2015.7296514.

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Muhammad, Jean, and Chutima Boonthum-Denecke. "Computing pre-college program: Initial impact to first-year student in computer science." In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2015. http://dx.doi.org/10.1109/respect.2015.7296523.

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"Strategies for Brokering Future Learning Opportunities in an Out-of-School STEM Program for Middle School Girls." In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2019. http://dx.doi.org/10.1109/respect46404.2019.8985762.

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Lara, Miguel, Kathryn Cunningham, and Bude Su. "Breaking into Tech: Job Placement Experience and Perceptions of Alumni from a Three-year Computer Science Program." In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2019. http://dx.doi.org/10.1109/respect46404.2019.8985777.

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Simley, Talese, Naja A. Mack, Tristian Pittman, Chassidy Cook, Robert Cummings, Dekita Moon, and Kinnis Gosha. "Assessing the Efficacy of Integrating Computer Science, Math, and Science in a Middle School Sphero Robotics Summer Program." In 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2020. http://dx.doi.org/10.1109/respect49803.2020.9272479.

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Reports on the topic "Commonwealth Participation and Equity Program"

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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