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Relevant bibliographies by topics / Deaf culture

Academic literature on the topic 'Deaf culture'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2024

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Journal articles on the topic "Deaf culture"

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Haimowitz, Stephan, and Bonnie Tucker. "Deaf Culture." Hastings Center Report 29, no. 2 (March 1999): 5. http://dx.doi.org/10.2307/3528342.

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Dockens, Ashley L. "Deaf Culture." Ear and Hearing 39, no. 1 (2018): 188. http://dx.doi.org/10.1097/aud.0000000000000513.

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Richardson, Kathleen J. "Deaf culture." Nurse Practitioner 39, no. 5 (May 2014): 20–28. http://dx.doi.org/10.1097/01.npr.0000445956.21045.c4.

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&NA;. "Deaf culture." Nurse Practitioner 39, no. 5 (May 2014): 28–29. http://dx.doi.org/10.1097/01.npr.0000446953.98568.14.

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Haimowitz, Stephan. "Deaf Culture." Hastings Center Report 29, no. 2 (March 4, 1999): 5. http://dx.doi.org/10.1002/j.1552-146x.1999.tb00039.x.

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GROCE, NORA ELLEN. "Inside Deaf Culture:Inside Deaf Culture." American Anthropologist 108, no. 2 (June 2006): 430–31. http://dx.doi.org/10.1525/aa.2006.108.2.430.

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Rose, Heidi M. "Apprehending deaf culture." Journal of Applied Communication Research 23, no. 2 (May 1995): 156–62. http://dx.doi.org/10.1080/00909889509365421.

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Stokoe, William C. "Deaf Culture Working." Sign Language Studies 1086, no. 1 (1995): 81–94. http://dx.doi.org/10.1353/sls.1995.0001.

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Krentz, Christopher. "Deaf Culture Prevails." Sign Language Studies 4, no. 2 (2004): 198–209. http://dx.doi.org/10.1353/sls.2004.0003.

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Armstrong, David F. "Inside Deaf Culture." Sign Language Studies 7, no. 1 (2006): 99–101. http://dx.doi.org/10.1353/sls.2006.0000.

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Dissertations / Theses on the topic "Deaf culture"

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Gillam, Joel. "Orthodox ministry to the deaf culture." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Goncalves, Janie Cristine do Amaral. "The role of Gaucho culture and deaf pedagogy in rethinking deaf education." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544418.

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Choi, Sungkyu. "Cross-cultural attitudes toward deaf culture in a multi- and singular cultural society : a survey of residential school based teachers for the deaf who are deaf and hearing." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941571.

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During the past few years, Deaf culture has emerged as an important philosophy that could lead to a radical restructuring of Deaf education methods. The purpose of this study was to determine attitudes concerning Deaf culture from teachers of residential based schools for the Deaf who are Deaf and Hearing.Prior to initiating direct contact with the teachers, the superintendents or principals of the selected residential schools were contacted via mail, and their permission secured. In the United States, 279 teachers (69 teachers who are Deaf, 210 teachers who are Hearing) from seven midwest residential based schools for the Deaf and in South Korea 310 teachers (26 teachers who are Deaf, 284 teachers who are Hearing) from all eleven residential based schools for the Deaf participated.Two-factor ANOVA procedures with repeated measures on one factor were utilized to analyze the teachers' attitudes toward Deaf culture in America and South Korea from a 30-question survey using a five-point Likert scale.This study concluded that: (a) Deaf culture was a subculture in mainstream society whether it was a multi- or singular cultural society--although attitudes toward Deaf culture were accepted more negatively in a singular society than those in a multi-cultural society; (b) Deaf culture was accepted by teachers of schools for the Deaf who are Deaf more readily than those who are Hearing in both multi- or singular cultural societies; and (c) there was no significant correlation between attitudes of teachers who were employed at different levels of instruction, such as elementary and middle or secondary school.
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Sheppard, Kate. "Depressive Symptoms Among Culturally Deaf Adults." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194735.

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Aims were to describe depressive symptoms among culturally Deaf adults, describe the words in American Sign Language (ASL) that best express depressive symptoms, and describe shared meaning of depressive symptoms. Primary care providers commonly discuss depressive symptoms with clients, which can lead to earlier identification of those at risk for depression. However, providers may not discuss depressive symptoms with Deaf clients due to communication barriers. Health care providers are rarely familiar with ASL, and depression screening tools are not easily translated from English to ASL. There has been no investigation about Deaf adult's experiences with depressive symptoms or the signs used to describe those experiences. The study method employed hermeneutic interviews and analysis. Nine culturally Deaf adults were interviewed three times each, and certified interpreters were used to assist with ASL communication. After reviewing each interview with the interpreter for accuracy of translation, text was generated through word-for-word transcription and researcher observations; text was then read to obtain a broad understanding of the experience. Findings: Symptoms described by Deaf adults paralleled those of hearing adults. Four shared meanings emerged: 1) Feeling depressed, defined as the physical and emotional manifestations of depression and the ASL signs and phrases used to communicate these; 2) Emotional chaos leading to depression, defined as experiences of childhood, adolescence, and adulthood that led to feelings of depression such as feeling different, feeling isolated from family and peers, feeling excluded, and feeling limited by others; 3) Reaching out, defined as learning to walk in the Deaf world while also navigating the hearing world; 4) I am Deaf - I am not broken! Conclusions: This research provided a description of depressive symptoms as may occur among culturally Deaf adults, which may lead to increased understanding of depression as experienced by and expressed by members of the Deaf culture. In this way, improved communication and understanding between health care providers and Deaf adults can be optimized. Such knowledge may potentiate the earlier identification of culturally Deaf adults at risk for depression in the primary care setting, thereby reducing morbidity and mortality in this underserved population.

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Beatty, Stephanie. "An Exploration of Deaf Education through the Experiences of Culturally Deaf Adults." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6169.

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Deaf students have unique linguistic and cultural needs that are cultivated in social settings; however, these needs have received minimal consideration from school administrators and policy makers when designing and implementing educational programs. Inquiry regarding how Deaf people learn in social situations and whether these processes are present in formal educational settings is necessary to understand how to better serve this population in school. Observations were used to provide insight on how deaf people teach and learn from one another in social/informal settings. Individual interviews with 11 Deaf people ages 18 to 40 provided insight regarding personal experiences in formal and informal educational settings. Constructivism, sociocultural theory, and multiple intelligences theory were the conceptual frameworks for this study. Trustworthiness was established using member checking and detailed accounts of participants' experiences in their educational placements. The findings revealed that deaf people value facets of Deaf culture in all aspects of their lives, including education. Participants expressed the need for school staff and administrators to understand cultural nuances that are important for deaf students, the need for barrier-free communication, the importance of self-identity, and the need for Deaf mentors and or role models in school. In social settings, deaf people use visual communication and require clear sightlines for communication, use expansion techniques unique to ASL, use scaffolding to support and mentor one another, and use repetition for clarity, understanding, and emphasis. The knowledge gained from this study can help actualize educational curricula that improve literacy and increase job and educational opportunities for deaf people.

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Alfano, Alliete Rodriguez. "Communication and Culture: Implications for Hispanic Mothers with Deaf Children." Scholarly Repository, 2007. http://scholarlyrepository.miami.edu/oa_dissertations/61.

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The majority of deaf children are born to hearing parents. The fact that many of these children use sign language as their primary form of communication poses a unique language barrier between them and their hearing families. In addition, for children who are born into Hispanic families, these children have limited access to Hispanic and Deaf cultures unless their families actively pursue involvement with those communities. Data were collected through ethnographic interviews and limited participant observation and analyzed by means of grounded theory methodology. The study investigated how Hispanic mothers communicate with their deaf children who use ASL as their primary language, as well as how these mothers view Deafness as a culture.

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Neckyfarow, Karen. "Representing deaf culture in "Through Deaf Eyes" production-level decision making and influences on representation on public television /." CONNECT TO ELECTRONIC THESIS, 2008. http://hdl.handle.net/1961/6201.

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Hamill, Alexis Claire. "Empowerment in the Deaf Community: Analyzing the Posts of Internet Weblogs." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1236977452.

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Ladd, Paddy. "In search of deafhood : towards an understanding of British deaf culture." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/3fbe74ac-c73b-47dd-b0e9-82cbcfc64519.

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Lima, Maria Aldenora dos Santos. "Educação bilíngue, identidades e culturas surdas: em busca de um norte em Cruzeiro do Sul." Universidade Federal do Amazonas, 2015. http://tede.ufam.edu.br/handle/tede/5040.

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This study examined aspects of deaf identity and deaf culture in the development of Deaf Education in the Municipality of Cruzeiro do Sul - Acre. Such work aims to contribute to a better understanding of deaf identity and culture of cruzeirenses deaf, in order to expand the strengthening of deaf culture and the discovery of possibilities for themselves and the environment they live in, encouraging approach to cultural content. The specific objectives were to identify aspects of participation of the deaf in the development of Education cruzeirenses deaf; Analyze the process of recognition of Deaf identities in Cruzeiro do Sul; and analyze the process of recognition and promotion of deaf culture in Cruzeiro do Sul. The research was qualitative, with data collection instruments such as: Focus groups, semi-structured interviews, and direct observation and study groups with deaf. The research subjects were deaf and interpreters from Cruzeiro do Sul. The results indicate a dissatisfaction regarding the development of Deaf Education in Cruzeiro do Sul, indicate that most cruzeirenses deaf do not fully experiences the deaf identities and who are unaware of basic aspects of deaf culture. There was the need to strengthen deaf culture and the identity of the deaf so that they acquire autonomy in their educational and social life, and participate in the Bilingual Education development process. The struggle for bilingual schools and the creation of a deaf association is the main demand of the deaf community, as well as more respect in society and the recognition of Deaf identities and cultures and participation of deaf people in educational and social decisions.
Este estudo analisou aspectos das identidades surdas e da cultura surda envolvidos no desenvolvimento da Educação de Surdos no Munícipio de Cruzeiro do Sul-Acre. Tal trabalho visou contribuir para um maior conhecimento sobre as identidades surdas e a cultura dos surdos cruzeirenses, no intuito de ampliar o fortalecimento da cultura surda e as possibilidades de descoberta de si e do ambiente em que vivem os surdos cruzeirenses, incentivando a aproximação a conteúdos culturais. Os objetivos específicos foram: identificar aspectos da participação dos surdos no desenvolvimento da Educação dos surdos cruzeirenses; analisar o processo de reconhecimento das identidades surdas em Cruzeiro do Sul; e analisar o processo de reconhecimento e promoção das culturas surdas em Cruzeiro do Sul. A pesquisa foi de cunho qualitativo, com instrumentos de coleta de dados, como: grupos focais, entrevistas semiestruturadas e observações diretas. Os sujeitos da pesquisa foram surdos e intérpretes de Libras do Munícipio de Cruzeiro do Sul/AC. Os resultados indicam que existe uma insatisfação a respeito do desenvolvimento da Educação de surdos em Cruzeiro do Sul, indicam que a maioria dos surdos cruzeirenses não vivencia plenamente as identidades surdas e que desconhecem aspectos básicos da cultura surda. Também verificou-se a necessidade de fortalecer a cultura surda e as identidades dos surdos para que os mesmos adquiram autonomia em sua vida educacional e social, e para que participem do processo de desenvolvimento da Educação Bilíngue no município. A luta por escolas bilíngues e pela criação de uma associação de surdos é a principal reivindicação da comunidade surda, como também mais respeito, por parte da sociedade, com relação ao reconhecimento das identidades e culturas surdas e participação de surdos nas decisões educacionais e sociais.

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Books on the topic "Deaf culture"

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Holcomb, Roy K. Deaf culture, our way: Anecdotes from the deaf community. 4th ed. San Diego, Calif: DawnSignPress, 2011.

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Bertling, Tom. A child sacrificed to the deaf culture. Wilsonville, Or: Kodiak Media Group, 1998.

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Sherman, Wilcox, ed. American deaf culture: An anthology. Silver Spring, Md: Linstok Press, 1989.

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McGregor, Tony L. 1958- ill., ed. Deaf culture A to Z. Austin, Tx: Buto Ltd., Co., 2003.

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K, Holcomb Roy, Holcomb Samuel K, and Holcomb Thomas K, eds. Deaf culture, our way: Anecdotes from the deaf community. 3rd ed. San Diego, Calif: DawnSignPress, 1994.

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Foley, Ryan. Critical incidents: Deaf versus hearing culture. Albuquerque, NM: Language Toolbox, 2003.

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Foley, Ryan. Critical incidents: Deaf versus hearing culture. Albuquerque, NM: Language Toolbox, 2003.

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Carol, Erting, ed. The deaf way: Perspectives from the International Conference on Deaf Culture. Washington, D.C: Gallaudet University Press, 1994.

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Sandra, Bradaric-Joncic, and Ivasovic Vesna, eds. Sign language, deaf culture and bilingual education. Zagreb: University of Zagreb, 2004.

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No dignity for Joshua: More vital insight into deaf children, deaf education, and deaf culture. Wilsonville, Or: Kodiak Media Group, 1997.

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Book chapters on the topic "Deaf culture"

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Schaffer, Gary, and Lisa Kilanowski-Press. "Deaf Culture." In Encyclopedia of Child Behavior and Development, 463–68. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_780.

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Barrett, Rusty, Jennifer Cramer, and Kevin B. McGowan. "American Sign Language and deaf culture." In English with an Accent, 161–85. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003332886-8.

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Yamasita, Eri. "Filipino Deaf Culture Through Postcolonial Perspectives." In The Routledge Handbook of Postcolonial Disability Studies, 325–36. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003310709-33.

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"Deaf Culture." In At Home Among Strangers, 23–71. Gallaudet University Press, 2009. http://dx.doi.org/10.2307/j.ctv2rcnnqc.5.

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LADD, PADDY. "Deaf Culture:." In The Deaf Way, 5–15. Gallaudet University Press, 2009. http://dx.doi.org/10.2307/jj.4688148.8.

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STORBECK, CLAUDINE, and LUCAS MAGONGWA. "Teaching About Deaf Culture." In Deaf Learners, 113–26. Gallaudet University Press, 2009. http://dx.doi.org/10.2307/j.ctv2rh292r.13.

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"American Deaf Culture." In Learning To See, 55–75. Gallaudet University Press, 2014. http://dx.doi.org/10.2307/j.ctv2rr3f9n.6.

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HALL, EDWARD T. "Deaf Culture, Tacit Culture, and Ethnic Relations." In The Deaf Way, 31–39. Gallaudet University Press, 2009. http://dx.doi.org/10.2307/jj.4688148.11.

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"Chapter 8 The Roots of Deaf Culture: Deaf Clubs and Deaf Subalterns." In Understanding Deaf Culture, 332–68. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853595479-013.

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"Anxiety of Culture." In Inside Deaf Culture, 123–43. Harvard University Press, 2009. http://dx.doi.org/10.2307/j.ctvjz83v3.9.

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Conference papers on the topic "Deaf culture"

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Korte, Jessica, Leigh Ellen Potter, and Sue Nielsen. "The impacts of deaf culture on designing with deaf children." In OzCHI '17: 29th Australian Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3152771.3152786.

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Osmuk, Lyudmila, Olga Varinova, and Cedric Moreau. "“Deaf Stories” In The Discourse Of Researching “Closed” Community Culture." In International Conference on Language and Technology in the Interdisciplinary Paradigm. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.13.

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Mendonca Lopes, Silvana, Shiderlene Almeida, and Joice Maltauro Juliano. "LANGUAGE, CULTURE AND DEAF IDENTITY: (AUTO) BIOGRAPHY AND REFLECTIONS ABOUT THE INCLUSION OF DEAF PEOPLE IN THE SCHOOL CONTEXT." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2252.

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Kozlova, Tatiana, Ludmila Dementyeva, Elena Ilyina, and Natalya Didenko. "Sociological and Cultural Aspects of the Language Perception of the Deaf." In 2nd International Conference on Language, Communication and Culture Studies (ICLCCS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211025.002.

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Kozlova, Tatiana, and Nataliya Didenko. "The Deaf Persons’ Problem of Perception and Peculiar Language Thinking." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.54.

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Reily, Lucia. "A ceramics project with deaf children: Creating Brazilian rainforest animals in clay." In 2nd International Conference of Art, Illustration and Visual Culture in Infant and Primary Education. São Paulo: Editora Edgard Blücher, 2012. http://dx.doi.org/10.5151/edupro-aivcipe-41.

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Oliveira Neto, Artur Maciel de, Daniela de Fátima Barbosa Gonzales, Rosecleide Orozimbo Harada, and Bianca Moraes Dantas Reis. "Use of technologies in the deaf learning process: libras in remote education." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-068.

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Abstract In the perception of the deaf, the new technologies include numerous possibilities and potentialities accessible visually, raising the need to introduce their educational uniqueness to the visual field, but this finds some barriers, among them is the space not knowledge of sign language by their teachers, as well as the little knowledge about the deaf community and its culture based on visual experiences.

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Safirista, Melania, Sofiarti Murtadlo, and Endang Pudjisartinah. "A Study Accessibility of Deaf Students During The Covid-19 Pandemic." In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211229.013.

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Alias, Aidah, Azahar Harun, and Norfadilah Kamaruddin. "An Overview of The Use of Interactive Multimedia Teaching Aid For Deaf Students." In Proceedings of the 2nd International Conference on Design Industries & Creative Culture, DESIGN DECODED 2021, 24-25 August 2021, Kedah, Malaysia. EAI, 2022. http://dx.doi.org/10.4108/eai.24-8-2021.2315098.

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Guimaraes, Cayley, Jeferson F. Guardezi, Luis Eduardo Oliveira, and Sueli Fernandes. "Deaf Culture and Sign Language Writing System -- A Database for a New Approach to Writing System Recognition Technology." In 2014 47th Hawaii International Conference on System Sciences (HICSS). IEEE, 2014. http://dx.doi.org/10.1109/hicss.2014.418.

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Reports on the topic "Deaf culture"

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Knight, Megan. The Cultural Gap: Deaf Community and Speech-Language Pathologists. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.131.

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Hulme, Celia, Alys Young, Katherine Rogers, and Kevin Munro. Deaf Sign Language users and Audiology Services: A scoping review on cultural competence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0133.

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Review question / Objective: This study aims to identify culturally competent practice in audiology services from service provider and adult Deaf sign language users’ perspectives. Therefore, the questions are as follows: (1) Are audiology services providing culturally competent practice to adult patients who are Deaf sign language users? (2) What are adult Deaf sign language users’ experiences of audiology services from the perspective of cultural competence? Information sources: The following databases will be used: PubMed, Embase, CINHAL, PsychInF0, Web of Science SSCI and Project Muse. Grey literature (for example, guidelines, policies, and practice documents) will be searched. Also, key journals, reference lists and grey literature will be searched for additional references. There will be no publication date restriction to avoid excluding papers identified in non-indexed papers. The search date for each database and platform will be reported.

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Gattenhof, Sandra, Donna Hancox, Sasha Mackay, Kathryn Kelly, Te Oti Rakena, and Gabriela Baron. Valuing the Arts in Australia and Aotearoa New Zealand. Queensland University of Technology, December 2022. http://dx.doi.org/10.5204/rep.eprints.227800.

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The arts do not exist in vacuum and cannot be valued in abstract ways; their value is how they make people feel, what they can empower people to do and how they interact with place to create legacy. This research presents insights across Australia and Aotearoa New Zealand about the value of arts and culture that may be factored into whole of government decision making to enable creative, vibrant, liveable and inclusive communities and nations. The COVID-19 pandemic has revealed a great deal about our societies, our collective wellbeing, and how urgent the choices we make now are for our futures. There has been a great deal of discussion – formally and informally – about the value of the arts in our lives at this time. Rightly, it has been pointed out that during this profound disruption entertainment has been a lifeline for many, and this argument serves to re-enforce what the public (and governments) already know about audience behaviours and the economic value of the arts and entertainment sectors. Wesley Enoch stated in The Saturday Paper, “[m]etrics for success are already skewing from qualitative to quantitative. In coming years, this will continue unabated, with impact measured by numbers of eyeballs engaged in transitory exposure or mass distraction rather than deep connection, community development and risk” (2020, 7). This disconnect between the impact of arts and culture on individuals and communities, and what is measured, will continue without leadership from the sector that involves more diverse voices and perspectives. In undertaking this research for Australia Council for the Arts and Manatū Taonga Ministry for Culture & Heritage, New Zealand, the agreed aims of this research are expressed as: 1. Significantly advance the understanding and approaches to design, development and implementation of assessment frameworks to gauge the value and impact of arts engagement with a focus on redefining evaluative practices to determine wellbeing, public value and social inclusion resulting from arts engagement in Australia and Aotearoa New Zealand. 2. Develop comprehensive, contemporary, rigorous new language frameworks to account for a multiplicity of understandings related to the value and impact of arts and culture across diverse communities. 3. Conduct sector analysis around understandings of markers of impact and value of arts engagement to identify success factors for broad government, policy, professional practitioner and community engagement. This research develops innovative conceptual understandings that can be used to assess the value and impact of arts and cultural engagement. The discussion shows how interaction with arts and culture creates, supports and extends factors such as public value, wellbeing, and social inclusion. The intersection of previously published research, and interviews with key informants including artists, peak arts organisations, gallery or museum staff, community cultural development organisations, funders and researchers, illuminates the differing perceptions about public value. The report proffers opportunities to develop a new discourse about what the arts contribute, how the contribution can be described, and what opportunities exist to assist the arts sector to communicate outcomes of arts engagement in Australia and Aotearoa New Zealand.

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Thakur, Urvashi, Shantanu Menon, and Kushagra Merchant. Ummeed Child Development Center: A hope for Acceptance. Indian School Of Development Management, March 2023. http://dx.doi.org/10.58178/2303.1020.

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This case study engages with the journey of Ummeed Child Development Center, a non-profit based in Mumbai, working in the field of developmental disabilities amongst children. Part of its story is closely wound up with the story of Vibha Krishnamurthy, a developmental paediatrician who, along with her team at Ummeed, has put in a pioneering effort to wean developmental disabilities away from the shadows of public and private conversations and to bring a holistic lens to awareness about them, interventions for them, and including others into mainstreaming the cause and seeking solutions for it. Remarkably, it has made what is often a solitary and anxious concern for parents into a collective and caring process providing a chance for parents themselves to participate in the development of their child. The result has been that Ummeed has become a point of reference when it comes to childhood disabilities. This case-study, in tracing Ummeed’s journey, also unfolds what it means to build and sustain a culture on which such a practice can stand: a culture that must deal with multiple interventions through multiple types of talent all the while holding true to what it means to care for a child. As far as case studies go, this case study aims to speak not only to learners and practitioners of management but also to parents of children with developmental disabilities, so that they too might find an echo of their concerns, and a hope for tomorrow; as well as to all of us as a broader society that contributes to the experiences of people with disabilities and their families.

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Neild, Rachel. The Role of the Police in Violence Prevention. Inter-American Development Bank, July 1999. http://dx.doi.org/10.18235/0008936.

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This document is one of a series of technical notes that describe the nature and magnitude of violence in the region, its causes and effects, and how it can be prevented and controlled. The notes provide useful information on designing programs and policies to prevent and deal with violence. This technical note discusses the roles of police in controlling and preventing violence and crime. These issues are the subject of much debate. Broadly, the debate breaks down into two opposing views that represent the two ends of a continuum of crime prevention programs: One view asserts the importance of the police role in controlling crime through effective law enforcement that removes criminals from the streets and increases the potential cost of committing crime, thus deterring potential offenders. The other viewpoint posits that police actions operate at the margins rather than at the root causes of crime and so have little impact on broad trends in crime rates, which are fundamentally driven by economic, demographic, social, and cultural factors.

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Martin, Lucia, Daniel Broid, Daniel Alonso, Anna Risi Vianna Crespo, Nelson Ruiz, Kris Hallberg, Thiago Dal-Toe, and Patricio Zambrano. IDB-9: The Development Effectiveness Framework and Overview. Inter-American Development Bank, March 2013. http://dx.doi.org/10.18235/0010529.

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The Inter-American Development Bank (IDB or Bank) has worked hard to increase its capacity to report on results. The importance of this issue is reflected in many of the requirements that stem from the Ninth General Capital Increase (IDB-9) process. The IDB-9 Agreement mandates that the IDB report on the results of its projects through an enhanced Development Effectiveness Framework (DEF). It requires that the Bank revise the Development Effectiveness Matrix (DEM) as a tool for assessing evaluability in projects; define a minimum threshold for the evaluability score; strengthen the role of the Operations Policy Committee (OPC) to ensure minimum evaluability standards; strengthen the tools for project monitoring and results reporting to provide more useful information; and report on results annually in the Development Effectiveness Overview (DEO). The DEO is also supposed to report on the findings of impact evaluations and on the recommendations of evaluations of the Office of Evaluation and Oversight (OVE). Many of these requirements have been implemented, and most of those not yet implemented are expected to be finalized soon. Though it is still early in the process, the effectiveness of implementation of the DEF to date appears positive, with some challenges remaining. The DEM for sovereign-guaranteed (SG) projects has been effectively implemented, while the DEM for non-sovereign-guaranteed (NSG) projects is still a work in progress. The focus of OPC meetings on evaluability has increased, though evaluability issues in NSG operations were not identified. The Progress Monitoring Report (PMR) for SG projects has been implemented and is being revised to address some of the challenges it still faces. One significant issue is the lack of integration across these various tools, which appears to limit the usefulness of the PMR system. Finally, the new Project Completion Report (PCR) has not yet been launched but is under preparation. It is critical that it be launched soon, as it is a key part of the Bank's results architecture for SG projects. The DEO is not yet fulfilling its mandate to report on the Bank's overall development results. The DEOs to date have been effective primarily in highlighting and discussing selective areas of Bank activity. Some of the weaknesses of the DEO result from the incomplete implementation of the DEF, including the absence of reliable PCRs and the failure of the NSG DEM to measure evaluability. In addition, the DEO does not explain the reasons for selecting the cases presented and discussed in the analysis of the Bank¿s priority sectors, and the impact evaluations promised are not followed up in later editions. Finally the DEO has not to date had an analysis of the economic rates of return of projects approved in the year of reference or a discussion of OVE recommendations, though the latter is expected in 2013. Moving forward, the Bank should complete the implementation of the DEF and continue to refine the tools that are already in place. To make the most of these tools, it is important to ensure that they are integrated and to promote a culture of planning for results and a willingness to report on problems and failures as well as successes. The DEO should seek to focus on lessons learned from both success and failure and to serve more as a tool for accountability.

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Berggren, Erik, ed. Migration and democracy. Linköping University Electronic Press, June 2024. http://dx.doi.org/10.3384/9789180753036.

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This report is made by students at the International Master’s Programme in Ethnic and Migration Studies (EMS), Campus Norrköping, Linköping University (LiU). At the end of the first year of the Programme, students take the course “Critical Cases in Ethnic and Migration Studies” with Erik Berggren as Course Coordinator. In this course the students apply their knowledge and experiences in Ethnic and Migration studies to produce their own articles on a given theme. This year´s theme is “Migration and Democracy” sparked by recent moves towards more restrictive and punitive migration policies around the world, including Sweden. This development gives reasons to look into questions of democracy in connection to migration policy, at migrants (immigrants, refugees, and asylum seekers) inclusion or exclusion from different realms of society, and, not least, if migrants, and immigrants, are seen as rights-bearing subjects or not. The articles engage with different aspects of migrant experiences, and democratic, social, and educational exclusions or inclusions. Many texts go beyond Sweden and Europe and look to South America. Some seek the voices of migrants themselves. Other articles deal with anti-immigrant policies and rhetoric, their structure and how they are rationalised. The International Master’s Programme in Ethnic and Migration Studies is a part of the Institute for Research in Migration, Ethnicity and Society (REMESO), at the Department Culture and Society (IKOS) at LiU. Programme Director is Professor Claudia Tatzreiter. REMESO is an international institute that pursues research and education. The REMS report is one of the ways in which we, as students, are trained to identify and analyse problems related to migration, integration, and diversity and to make research and education accessible to a wider audience. The first-year students of EMS, 2023.

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Leis, Sherry, and Lloyd Morrison. Plant community trends at Tallgrass Prairie National Preserve: 1998–2018. National Park Service, October 2022. http://dx.doi.org/10.36967/2294512.

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The Heartland Inventory and Monitoring Network monitors plant communities at Tallgrass Prairie National Preserve and evaluates a variety of environmental variables that aﬀect vegetation patterns, including climate and ecological disturbances such as ﬁre and grazing. Here we report on 2002–2018 trends in management actions (ﬁre and grazing) and key plant community indicators. Temperature has increased over the past 50 years in the region. Precipitation and a standardized precipitation-evapotranspiration index included a high degree of interannual variability and did not demonstrate directional change. We documented a decline in disturbance intensity (i.e., less frequent prescribed ﬁre and lower stocking rates) since 2006. A preserve goal is to maintain 30 to 60% of the area as bare ground (soil and rock) for ideal greater prairie-chicken habitat. Bare areas have been in decline and minimally meet the goal preserve wide. Bare areas vary by pasture and year, with bare areas exceeding the threshold in earlier years and Big Pasture and Red House Pasture falling short in some recent years. Although the preserve-scale mean minimally met the objective, there was a great deal of heterogeneity across monitoring sites. Litter cover and depth were greater than ecological recommendations for the greater prairie-chicken, especially in 2018. Litter depth demonstrated a great deal of variability and included deep litter. Woody plants were targeted to remain below 5% cover. Preserve- and pasture-scale cover means were well below this threshold but are increasing. Species richness on a per site basis (alpha diversity) and preserve-wide richness (gamma diversity) showed no apparent directional change when corrected for diﬀerences in sample size. Comparison of native species composition between 2002 and 2018 revealed a 36.9% diﬀerence in the Sørensen Index, although observer error accounted for almost 2/3 of this apparent change. The preserve continues to have characteristic tallgrass prairie species, and nonnative species continue to be low. Similar to targeted invasive plant monitoring, we found the target species Kentucky bluegrass to be below park thresholds. Continued evaluation of ﬁre frequency and grazing intensity will be critical to achieving ecological goals including conserving the greater prairie-chicken. Development of a grazing plan may assist with prescribing stocking rates that are consistent with the preserve’s ecological and cultural objectives and could include alternative herbivores, such as goats or expansion of bison.

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Samochowiec, Jakub, Johannes C. Bauer, and Kathrin Neumüller. Strategies for Dealing With the Labour Shortage – An Overview. Gdi-verlag, GDI Gottlieb Duttweiler Institute, June 2023. http://dx.doi.org/10.59986/hcmm6371.

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The Swiss labour market will shrink without immigration. But even with high immigrationnfigures, it will not be possible to maintain the previous growth of the labour market. Employers need to adapt to this situation. This study compiles and arranges different measures for dealing with the labour shortage, with the aim of showing different approaches to deal with the situation. The measures are arranged following the formula: Number of person-hours x efficiency = output The increase in the number of person-hours includes, on the one hand, measures to make employers more attractive. These are relative competitive advantages in the labour market. In a survey, 1,000 employees from German-speaking Switzerland were asked about their satisfaction with different aspects of their work and these areas of satisfaction were compared with their overall satisfaction, loyalty toward their employer and intentions of quitting their jobs. It showed that development opportunities (both personal and in terms of their career) and the appreciation by an employer who matches one’s values are the most important employer attributes for employees, but it is precisely the development opportunities that are often not offered to a satisfactory extent. The increase in the number of person-hours comprises, on the other hand, measures to expand labour market participation, which means that more person-hours are worked in the market. There are many options for this. Where remote working has become the norm, there are not many obstacles to offshoring work abroad. In addition, pensioners are open to working on a project-by-project basis and, if need be, could be recruited via “gig-economy” style platforms for individual tasks. A corporate platform could lower the hurdle for pensioners who worked for that company (in terms of psychology and also the bureaucracy) and create a broad but casual recruitment pool. Furthermore, career and pension advice could encourage women to increase their working hours or at least to not to give up their jobs completely despite high childcare costs. Political measures could also be introduced to lower the latter. It is probable that the labour market of the future will have to cope with fewer people, despite all efforts to increase person-hours. The formula suggests another factor: the increase in efficiency. Automation of work processes is one example of an efficiency measure. In a survey of managers, half of the respondents thought that about 20% of the work could already be automated today. However, there was a lack of competencies (also a consequence of the labour shortage), of a technology-savvy culture and of confidence that quality can be maintained. In addition, respondents to the employee survey also perceive about 20% of the work they do as unnecessary (excessive emails, meetings, administrative tasks, etc.). This is partly attributed to too much in-house bureaucracy and too many managers – which is the occupational group that has grown the most in the swiss labor market since 1991. The connection between wages and value generation seems to be restricted both within companies and in society as a whole. The labour shortage is often also caused by an allocation problem. Even measures to increase efficiency do not necessarily lead to less need for staff. Rather, the consequence of increased efficiency is often an almost automatic expansion GDI Gottlieb Duttweiler Institute 5 of output. In order to cope with the labour shortage, it is necessary to deal with output carefully and to reflect on where output should be expanded, capped or even reduced so that any reduction in output is done in a controlled manner. Especially in the context of an increasing relevance of sustainability, there are services and products in all companies that need to be questioned and the elimination of which would promote the credibility of sustainability strategies and thus also increase the chance that the corporate values match those of young employees. Perhaps other legal forms are necessary in order to avoid the pressures for growth which are linked with a shareholder structure. Alternative models are possible.

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Werny, Rafaela, Marie Reich, Miranda Leontowitsch, and Frank Oswald. EQualCare Policy Report Germany : Alone but connected? Digital (in)equalities in care work and generational relationships among older people living alone. Frankfurter Forum für interdisziplinäre Alternsforschung, Goethe-Universität Frankfurt am Main, October 2022. http://dx.doi.org/10.21248/gups.69905.

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The policy review is part of the project EQualCare: Alone but connected? Digital (in)equalities in care work and generational relationships among older people living alone, a three-year international project involving four countries: Finland, Germany, Latvia and Sweden. EQualCare interrogates inequalities by gender, cultural and socio-economic background between countries, with their different demographics and policy backgrounds. As a first step into empirical analysis, the policy review aims to set the stage for a better understanding of, and policy development on, the intersections of digitalisation with intergenerational care work and care relationships of older people living alone in Germany. The policy review follows a critical approach, in which the problems policy documents address are not considered objective entities, but rather discursively produced knowledge that renders visible some parts of the problem which is to be solved as other possible perspectives are simultaneously excluded. Twenty publicly available documents were studied to analyse the processes in which definitions of care work and digital (in)equalities are circulated, translated and negotiated between the different levels of national government, regional governments and municipalities as well as other agencies in Germany. The policy review consists of two parts: a background chapter providing information on the social structure of Germany, including the historical development of Germany after the Second World War, its political structure, information on the demographic situation with a focus on the 60+ age group, and the income of this age group. In addition, the background presents the structure of work and welfare, the organisation of care for old people, and the state of digitalisation in Germany. The analysis chapter includes a description of the method used as well as an overview of the documents chosen and analysed. The focus of this chapter is on the analysis of official documents that deal with the interplay of living alone in old age, care, and digitalisation. The analysis identified four themes: firstly, ageing is framed largely as a challenge to society, whereas digitalisation is framed as a potential way to tackle social challenges, such as an ageing society. Secondly, challenges of ageing, such as need of care, are set at the individual level, requiring people to organise their care within their own families and immediate social networks, with state support following a principle of subsidiarity. Thirdly, voluntary peer support provides the basis for addressing digital support needs and strategies. Publications by lobby organisations highlight the important work done by voluntary peer support for digital training and the benefits this approach has; they also draw attention to the over-reliance on this form of unpaid support and call for an increase in professional support in ensuring all older people are supported in digital life. Fourthly, ageing as a hinderance to participation in digital life is seen as an interim challenge among younger old people already online.

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