Relevant bibliographies by topics / Journeys

Academic literature on the topic 'Journeys'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Journeys"

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Alex Moffett. "Mansfield's Journeys and Journals." Journal of Modern Literature 41, no. 2 (2018): 182. http://dx.doi.org/10.2979/jmodelite.41.2.14.

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Marti, Eleonora, Eleonora Nannoni, Giulio Visentin, Luca Sardi, Giovanna Martelli, Simona Belperio, and Gaetano Liuzzo. "Mortality during Transport of Pigs Subjected to Long Journeys: A Study in a Large European Abattoir." Veterinary Sciences 9, no. 11 (October 27, 2022): 590. http://dx.doi.org/10.3390/vetsci9110590.

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To date, especially in Europe, few studies have analysed the implications of long journeys on pig welfare and economic losses, expressed in terms of transport mortality. This study retrospectively analysed data collected from slaughtering registers and travel journals in a large Italian abattoir. We focused on pig transports coming from abroad and arriving at the slaughter plant after long journeys (a total of 59,982 pigs over 370 journeys). We explored the relationship between mortality and the following variables: country of origin, journey duration, astronomical season, stocking density on the truck, number of stops, and prolonged stops during the journey (lasting more than 60 min, likely due to traffic jams or truck problems). Overall, the low mortality rate observed (0.09%) was in line with European estimates. The factors with a significant or tendential effect on mortality during transport were the astronomical season (p = 0.0472, with higher mortality in spring) and the presence of prolonged stops during the journey (p = 0.069, tendential effect). Journey duration, stocking density, country of origin, and the number of stops were not statistically significant. In conclusion, based on this case study, using transport mortality combined with data collected during the common routine activity by the Public Veterinary Services in slaughterhouses could be a simple screening method for identifying problematic journeys or transport conditions.
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Hall, S. J. G., D. M. Broom, J. A. Goode, D. M. Lloyd, R. F. Parrott, and R. G. Rodway. "Physiological responses of sheep during long road journeys involving ferry crossings." Animal Science 69, no. 1 (August 1999): 19–27. http://dx.doi.org/10.1017/s1357729800051055.

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AbstractWith a view to comparing previous findings from experimental journeys, with observations during commercial transport of sheep, hormonal and other physiological data were gathered during three long journeys (866 to 1178 km), all of which involved a sea crossing (1 h 45 min to 8 h 55 min). One was a commercial journey from the United Kingdom to continental Europe and the other two, which were simulated commercial journeys under the control of the investigators, were from a Scottish island to Cambridge. In all journeys there was a break in lairage (duration 13 to 24 h). The stocking rate on the commercial journey (0·17 m2 per sheep for shorn sheep of 35 to 37 kg body weight) was less generous than previously used in experimental journeys. In all journeys there was an apparent increase in plasma concentration of cortisol soon after loading and commencement of travel, with subsequent decline. Transient increases in beta-endorphin and prolactin were also observed but changes in creatine kinase were not obvious. Haematocrit showed slight evidence o f a decline during the journeys. These findings are generally similar to those obtained in experimental journeys and there was no evidence of a hormonal response to sea conditions during the ferry crossings. When transport was resumed after a period of rest with food and water off the vehicle, the physiological responses were less marked than they had been during the first stage of the journey. Under the circumstances observed, long journeys of the type commonly practised commercially probably do not of themselves pose a major welfare challenge.
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Reynolds, James L., and Wei-Zen Sun. "Journeys and journals east and west." Acta Anaesthesiologica Taiwanica 54, no. 4 (December 2016): 103–5. http://dx.doi.org/10.1016/j.aat.2016.12.001.

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Siebert, Anton, Ahir Gopaldas, Andrew Lindridge, and Cláudia Simões. "Customer Experience Journeys: Loyalty Loops Versus Involvement Spirals." Journal of Marketing 84, no. 4 (May 13, 2020): 45–66. http://dx.doi.org/10.1177/0022242920920262.

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Customer experience management research is increasingly concerned with the long-term evolution of customer experience journeys across multiple service cycles. A dominant smooth journey model makes customers’ lives easier, with a cyclical pattern of predictable experiences that builds customer loyalty over time, also known as a loyalty loop. An alternate sticky journey model makes customers’ lives exciting, with a cyclical pattern of unpredictable experiences that increases customer involvement over time, conceptualized here as an involvement spiral. Whereas the smooth journey model is ideal for instrumental services that facilitate jobs to be done, the sticky journey model is ideal for recreational services that facilitate never-ending adventures. To match the flow of each journey type, firms are advised to encourage purchases during the initial service cycles of smooth journeys, or subsequent service cycles of sticky journeys. In multiservice systems, firms can sustain customer journeys by interlinking loyalty loops and involvement spirals. The article concludes with new journey-centered questions for customer experience management research, as well as branding research, consumer culture theory, consumer psychology, and transformative service research.
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Frilund, Rebecca. "Tibetan Refugee Journeys: Representations of Escape and Transit." Refugee Survey Quarterly 38, no. 3 (July 30, 2019): 290–313. http://dx.doi.org/10.1093/rsq/hdz007.

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Abstract This ethnographic study contributes to the scholarly call to increase studies on refugee journeys. It explores Tibetan journeys via Nepal to India and provides a novel case study about the Tibetan refugees who commonly cross the Himalayas at least partly on foot without passports and head to the Tibetan Reception Centre in Kathmandu, Nepal, from where they are assisted to India. Conceptually, the study argues that combining the studies of refugee journeys and transit migration increases understanding of the (Tibetan) refugee journeys. The findings reveal that the risky journey has a remarkable meaning both for those Tibetans who have done the journey and collectively for the diaspora Tibetans in India. As Tibetans, like refugees in general are still often victimised and their subjectivities overlooked, the study also contributes to a fuller understanding of the Tibetan refugee agency through the journey narratives of the interviewees of this study.
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Flood, Adele. "Journeys." Qualitative Research Journal 7, no. 1 (April 6, 2007): 32–52. http://dx.doi.org/10.3316/qrj0701032.

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Compton, Archie, John O'Meara, and Lesley Whiteside. "Journeys." Books Ireland, no. 150 (1991): 92. http://dx.doi.org/10.2307/20626428.

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Whitesitt, Linda. "Journeys." American Music 7, no. 4 (1989): 482. http://dx.doi.org/10.2307/3051925.

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Paranjape, Makarand, and Shuja Nawaz. "Journeys." World Literature Today 72, no. 3 (1998): 691. http://dx.doi.org/10.2307/40154231.

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Dissertations / Theses on the topic "Journeys"

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Rohman, Diane. "Journeys." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1930.

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Evenson, Suzanne Claire. "Journeys." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299785528.

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Tew, Jan. "Women's leadership journeys." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59485.pdf.

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Gabriel, Maria. "Journeys into transformation." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Lawrynas, Houston LeeAnne. "Journeys and Destinations." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2659.

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My work includes both painting and mixed media approaches. My paintings portray the conflict and discrepancies between Eastern and Western cultures. Each painting emphasizes the Western fascination with body image, fashion, and status symbols. In contrast, they also contain intricate details influenced by the patterns of Eastern fabrics and rug designs, as well as images of Buddha. I reflect on the things that each culture finds important or valuable. In my mixed media work, I employ techniques that combine transfer, collage, and painting. My materials include photographs, newspapers, magazines, tissue paper, and text from books. The inspirations are photographs from my travels to Italy. I am intrigued by Italian architectural elements within Italian Renaissance paintings. I manipulate my photographs on the computer and include them in my final collages and paintings. I find the contrast between painting, collage, and transfer a successful way to contemporize the view of these antiquated structures.
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Jilovsky, Esther Sarah. "Generations of Holocaust journeys." Thesis, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537497.

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Cherubini, Matthew J. "Escaping Ohio: Fictional Journeys." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276614547.

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Elvey, Moya. "Implementing inclusion : classroom journeys." Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/170931.

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This study interrogates the professional experiences, attitudes and pedagogical choices of eight classroom teachers in regular schools and inquires into their impact on the development of inclusive teaching practices. Approached from the perspective of an experienced teaching practitioner, the study responds to the call for an increased focus on the role of classroom teachers in implementing inclusion in schools. The study is underpinned by a theoretical stance that promotes the value of inclusive education through a human rights, access and equity framework. It advocates for the importance of overcoming the discriminatory practices that marginalise some students. Consistent with a qualitative, ethnographic methodology, observations and interviews with practicing teachers provide insights into the factors that encourage, and sometimes discourage, the enactment of inclusive pedagogies. The literature on inclusive education provides guidance throughout the data collection and analysis process. This includes frameworks designed by other researchers that outline and define inclusive teaching strategies. The study exposes the pivotal role that ongoing teacher professional learning, along with strategic guidance and support from colleagues and school leaders, plays in enhancing teacher capacity and positive attitudes towards student diversity. It also uncovers evidence that when medical reports and pressure from ‘others’ such as health professionals, encourage teachers to focus on student ‘deficits’ and ‘problems’, they are more likely to seek out and adopt strategies that marginalise and set some students apart from their peers. A fundamental finding of this study is that when teachers and their school leaders focus on developing understanding about ‘effective’ pedagogies - on quality education for all - responsive, inclusive, student-centred teaching approaches often become embedded in their everyday classroom practice.
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Kelly, Lisa K. "Thermal comfort on train journeys." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/8445.

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This thesis presents a body of work conducted to determine thermal comfort on train journeys. Relatively little research has been conducted on trains in comparison with the vast body of work conducted within building environments. This thesis aimed to expand our knowledge of rail passenger thermal comfort throughout the journey; platform to destination. The train journey was separated into its component parts and analysed by conducting both laboratory and field experiments that either simulated or measured aspects of a train journey. Laboratory experiment 1 examined appropriate methods of data collection during train journeys. Participants (9 males and 9 females) were exposed to a simulated train environment three times and used a different data collection method on each occasion; a paper-based method, a voice recorder or a Personal Digital Assistant (PDA). Results concluded that the three methods can be used interchangeably when recording thermal comfort data. Participants preferred the PDA over the other two methods because they felt it afforded them a level of privacy in addition to blending in with other rail passengers using similar technologies. The second laboratory experiment measured thermal comfort following a change of environment. Participants (12 males and 12 females) were exposed to three environmental conditions (warm, neutral and slightly cool) in a thermal chamber on three separate occasions. The exposure lasted 30 minutes, after which, participants entered a new environment that was the same on each occasion (slightly cool). Results showed that overshoots in sensation (beyond those predicted by the Predicted Mean Vote thermal comfort index PMV) are observed following downward steps (warmer to cooler) in environmental conditions. No overshoots were observed following the upward step (cooler to warmer) in environment, with sensations immediately reflecting the predicted steady-state values. Laboratory experiment 3 (22 males and 26 females) expanded the research conducted in laboratory experiment 2 by exposing participants to greater magnitudes of environmental change. In addition, sensation was measured after this change until steady-state was reached. Participants were exposed to four environmental conditions (cool to warm to neutral to cool or cool to cold to warm to cool) consecutively over a 2 hour period with 30 minutes spent in each location. Results demonstrated similar effects to those observed during laboratory experiment 2 with overshoots observed following downward steps in environmental conditions and none observed in the opposite direction. Sensations demonstrating overshoots gradually increased until steady-state was achieved after approximately 25 minutes. Field experiment 1 (12 males and 32 females) measured thermal comfort while boarding trains. Participants were taken on a short train journey and recorded sensations whilst on the platform and during boarding. Results showed that overshoots may also be observed following step up and step down in environments. It is hypothesised that change in air velocity is influential in this effect. Thermal comfort throughout a train journey was measured in field experiment 2. Participants (16 males and 16 females) reported on thermal comfort on the platform, during boarding and throughout a return train journey from Loughborough to London St Pancras. Results also demonstrated overshoots following upward transients indicating that there are factors in the field that do not occur in laboratory conditions. Subjective parameters reach steady-state after approximately 20 minutes and PMV accurately predicted sensations during the journey. Again, air velocities may have interacted with other variables resulting in the overshoots following upward steps in environmental conditions. Laboratory experiments 2 and 3 resulted in the creation of a model predicting sensation following a change of environment, PMVTRANS. When the model was compared with the field data, it could not accurately predict sensations observed during transients. It also could not predict the sensation overshoots observed following upward transients. A new model is now proposed, NEW PMVTRANS. This model shows greater correlation with actual sensation than PMV; however it does require further validation from field data. Research has shown that PMV is an accurate estimator of sensation within a train carriage and should be used by train designers to optimise the environmental conditions for passengers.
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O'Regan, Bridget. "Ietoga : Samoan educators' educational journeys." Thesis, University of Canterbury. School of Professional Development, Centre for Postgraduate Studies, 2006. http://hdl.handle.net/10092/2841.

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Senior educators in Samoa who are currently studying towards a Master of Teaching and Learning degree through the Christchurch College of Education face the usual range of challenges encountered by students studying from a distance. In addition, they face a range of expectations from their jobs, their communities, their churches and their families that are not the norm in the western society through which they are studying. Despite such difficulties, these educators are successful and are leaders in their fields. I was interested to learn how they managed these challenges. This thesis therefore asks, How did a group of senior educators in Samoa undertake their educational journeys'! It also traces my cultural and research learning journeys and the pathways I followed as a palagi (white person) undertaking cross-cultural research. It was important that I recognise my limitations as a palagi conducting research in the Pacific and that as far as possible I followed practices and research methodologies sensitive to Pasifika contexts. I therefore adopted a holistic and collaborative approach that entailed consultation with the community throughout the research process. During initial consultation community members confirmed they wished the research to occur, and that they approved of and accepted me as the researcher. We worked collaboratively to determine the topic and the nature of the study. The community drew clear parameters and established the main emphasis of the research as a narrative approach within an ethnographic framework. Ongoing consultation included regular visits to Samoa to meet with the participants where we discussed progress and worked together to co-construct their stories. My research approach 0 auala i le fa'a Pasefika (Pasefika Pathways) guided me throughout the research. This approach, a combination of my own western social constructionist epistemology, Talanoa research methodology and Stephen Filipo's (2004) research approach 0 auala i le fa'a Samoa, enabled me to respect and value my participants while at the same time taking cognisance of the cultural limitations under which a palagi works. I was given cultural guidance and support by an advisor in New Zealand appointed by the College of Education. The participants voluntarily took on the role of cultural advisors during my time in Samoa. I gathered data through a combination of fono (interviews), and talanoa (informal conversations) conducted in Samoa, and supplemented this with data from the participants' journals and from my own research journal, I realised from an early stage that various aspects of the research such as the processes used, cultural aspects and the main themes drawn from the participants' stories were closely intertwined and difficult to separate. Consequently, I adopted the metaphor of an ietoga (fine mat) to present this thesis. The completed ietoga represents the participants' individual educational journeys together with my cultural and research learning journeys. I argue that the participants live between two worlds as they balance tensions between the requirements of the western institutions that provide their education and the requirements of fa'a Samoa. The participants' formal schooling did not take account of fa'a Samoa and its related values. Nor did it take account of Pasifika people's preference for oral and experiential learning. Codes of behaviour and expectations of fa'a Samoa such as fa'a aloalo (respect) for one's elders and those in authority have markedly constrained and influenced the participants' educational journeys. Their responsibilities to family, church and community, for example, have presented barriers to their success. Paradoxically, these same codes of behaviour and expectations have supported the participants and have made it possible for their educational journeys to be successful. I contend that if western institutions wish to provide meaningful programmes and learning experiences for their Pasifika students, it is important that they take cognisance of and plan for these students' cultural values, beliefs and codes of behaviour. This research determined factors that enabled a group of senior educators in Samoa to be successful. Two questions arise for me and present as opportunities for research to be undertaken by Samoan or other Pasifika peoples. Have the participants been successful in their postgraduate study because they are undertaking this while living in Samoa and therefore have ready access to fa'a Samoa's support systems? How have the participants' educational journeys differed from those of other educators who have not achieved the same success?
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Books on the topic "Journeys"

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Hillerich, Robert L., William Kirtley Durr, and Timothy Johnson. Journeys. Boston: Houghton Mifflin Co., 1986.

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Mahtesian, John. Journeys. Chicago: J. Mahtesian, 2000.

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Baumann, James F. Journeys. Orlando, Fla: Houghton Mifflin Harcourt, 2011.

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Rachel, Gregory, Evans-Lowndes Judith, and Christian Education Movement, eds. Journeys. 2nd ed. Derby: Christian Education Movement, 1990.

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Waterlow, Julia. Journeys. New York: Thomson Learning, 1993.

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Hikins, Sylvia. Journeys. Neston, Wirral: Songster, 2010.

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French, Vivian. Whale Journey (Fantastic Journeys). Zero to Ten, 1999.

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French, Vivian. Swallow Journey (Fantastic Journeys). Zero to Ten, 2001.

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French, Vivian. Whale Journey (Fantastic Journeys). Tandem Library, 2001.

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French, Vivian. Caribou Journey (Fantastic Journeys). Zero to Ten, 2001.

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Book chapters on the topic "Journeys"

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Mogridge, Martin J. H. "Journey Speeds: Potential Journeys." In Travel in Towns, 43–68. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11798-7_3.

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Mogridge, Martin J. H. "Journey Speeds: Actual Journeys." In Travel in Towns, 69–120. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11798-7_4.

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Rérat, Patrick. "Journeys." In Cycling to Work, 47–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62256-5_5.

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Shorer, Alison, and Katie Quinn. "Journeys." In Philosophy for Children Across the Primary Curriculum, 88–111. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429263033-9.

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Favilli, Paolo. "Long-Term Journeys, Underground Journeys." In Marx, Engels, and Marxisms, 71–127. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83605-4_3.

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Gill, Nick, and Oriane Simon. "Carceral Journeys." In The Handbook of Displacement, 329–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47178-1_23.

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Chawla, Devika. "Two Journeys." In Liminal Traces, 47–63. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-591-8_5.

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Palmary, Ingrid. "Migration Journeys." In Gender, Sexuality and Migration in South Africa, 19–30. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40733-3_2.

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Azadibougar, Omid. "Intellectual Journeys." In World Literature and Hedayat’s Poetics of Modernity, 113–38. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1691-7_5.

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Kets de Vries, Manfred F. R. "Dream Journeys." In Riding the Leadership Rollercoaster, 171–76. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45162-6_30.

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Conference papers on the topic "Journeys"

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Brewer, Johanna, Scott Mainwaring, and Paul Dourish. "Aesthetic journeys." In the 7th ACM conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1394445.1394481.

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Sturdee, Miriam, Sarah Robinson, and Conor Linehan. "Research Journeys." In DIS '20: Designing Interactive Systems Conference 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3357236.3395590.

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Kaushal, Kulendra Kumar, Shruti Kaushik, Abhinav Choudhury, Krish Viswanathan, Balaji Chellappa, Sayee Natarajan, Larry Pickett, and Varun Dutt. "Patient Journey Visualizer: A Tool for Visualizing Patient Journeys." In 2017 International Conference on Machine Learning and Data Science (MLDS). IEEE, 2017. http://dx.doi.org/10.1109/mlds.2017.19.

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Dunn, Robert. "Journeys by telecommunity." In ACM SIGGRAPH 96 Visual Proceedings: The art and interdisciplinary programs of SIGGRAPH '96. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/253607.253682.

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Cranshaw, Justin, Andrés Monroy-Hernández, and S. A. Needham. "Journeys & Notes." In CHI'16: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2858036.2858573.

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Wilkinson, Andrea, Vishuda Charoenkitkarn, Judy O'Neill, Marc Kanik, and Mark Chignell. "Journeys to Engagement." In the 26th International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3041021.3054933.

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Redzi, Milan, Ciaran O. Conaire, Noel E. O'Connor, and Conor Brennan. "Multimodal Identification of Journeys." In 2010 21st International Conference on Database and Expert Systems Applications. IEEE, 2010. http://dx.doi.org/10.1109/dexa.2010.63.

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Prieto-Alvarez, Carlos Gerardo, Roberto Martinez-Maldonado, and Simon Buckingham Shum. "Mapping learner-data journeys." In OzCHI '18: 30th Australian Computer-Human Interaction Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3292147.3292168.

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Budig, Benedikt, and Thomas C. van Dijk. "Journeys of the Past." In GIR'17: 11th Workshop on Geographic Information Retrieval. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3155902.3155906.

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Hassani, Marwan, and Stefan Habets. "Predicting Next Touch Point In A Customer Journey: A Use Case In Telecommunication." In 35th ECMS International Conference on Modelling and Simulation. ECMS, 2021. http://dx.doi.org/10.7148/2021-0048.

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Customer journey analysis is rapidly increasing in popularity, as it is essential for companies to understand how their customers think and behave. Recent studies investigate how customers traverse their journeys and how they can be improved for the future. However, those researches only focus on improving the process for future customers by analyzing the historical data. This research focuses on helping the current customer immediately, by analyzing if it is possible to predict what the customer will do next and accordingly take proactive steps. We propose a model to predict the customer's next contact type (touch point). At first we will analyze the customer journey data by applying process mining techniques. We will use these insights then together with the historical data of accumulated customer journeys to train several classifiers. The winning of those classifiers, namely XGBoost, is used to perform a prediction on a customer's journey while the journey is still active. We show on three different real datasets coming from interactions between a telecommunication company and its customers that we always beat a baseline classifier thanks to our thorough pre-processing of the data.
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Reports on the topic "Journeys"

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Lee, Jamie, and Lasse Leponiemi. Journeys in Vocational Student Wellbeing. HundrED, December 2023. http://dx.doi.org/10.58261/xbfc8265.

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Finland is a bilingual country with two official languages, Finnish and Swedish. Finland’s constitution states that every Finnish citizen has the right to communicate with authorities in either Swedish or Finnish – including access to education. All Finnish-speaking students are required to learn Swedish from fifth or sixth grade and all Swedish-speaking Finns are required to learn Finnish from first or third grade. Swedish-language education is available from the daycare level up to the university level. This Tailor-Made process focusing on wellbeing innovations was done together with four Swedish-speaking vocational institutions. These institutions are located in bilingual or Swedish-speaking municipalities, and all of them are offering vocational education and training to over 1000 students.
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Green, Crystal, Mariah Voutilainen, and Lauren Ziegler. Journeys in Family School Engagement. HundrED, December 2023. http://dx.doi.org/10.58261/zhac4043.

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In early 2021, Parents as Allies (PAA) began a journey of collaborating with school teams in a design sprint process to develop creative and innovative solutions, or “hacks” that would address the specific needs of their communities. Their initial, two-month design sprint in 2021 centred around the question: “How might we build stronger engagement between families and schools for the benefit of all students?” Almost one year later, in April 2022, PAA began a second iteration. Parents as Allies 2.0 narrowed its focus to 22 Western Pennsylvania school districts. Joined by design sprint guides, the participating school districts’ Design Teams started with empathy interviews as the main source of inspiration to co-develop the hacks aimed at increasing and strengthening family-school engagement. Following human-centred design structure, the 22 districts participating in the initiative documented their learning journeys, from their practice mini-hacks, to fall and spring hacks and onto the new future of Family School Engagement (FSE) outlined in their sustainability plans.
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programme, CLARISSA. Journey To and From Work. Institute of Development Studies, July 2024. http://dx.doi.org/10.19088/clarissa.2024.033.

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As part of CLARISSA’s qualitative, thematic research agenda, Geographic Information System (GIS) journey mapping and ethnographic observation was conducted to gain insights into the daily lives, experiences, journeys, and feelings of children involved in the Adult Entertainment Sector (AES). Twenty children documented their daily activities using a mobile app, with support and accompaniment from CLARISSA researchers. Subsequently, a collaborative analysis was conducted with participants and the CLARISSA research team, culminating in the formation of a number of GIS-based Action Research Groups to work on predominant issues or themes. This process generated evidence that is often deeply veiled and difficult to uncover. The formation of this ARG was prompted by recurring issues around children’s journeys to work that emerged through the research. The group was focused on the theme, ‘The journey to work and back’.
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Choi-Allum, Lona. Career Journeys of Adults 35 and Older. AARP Research, April 2020. http://dx.doi.org/10.26419/res.00304.001.

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Svendsen, Erika S., Lindsay K. Campbell, and Phu Duong. Land-markings: 12 Journeys through 9/11 Living Memorials [DVD]. Newtown Square, PA: U.S. Department of Agriculture, Forest Service, Northern Research Station, 2007. http://dx.doi.org/10.2737/nrs-gtr-3.

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Bashir, Nadia, and Norman Richards. Learner journeys: young people’s experiences of the This-Ability programme. Sheffield Hallam University, December 2023. http://dx.doi.org/10.7190/cresr.2024.5738876587.

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Howard, Jo, Evert-jan Quak, and Jim Woodhill. A Practical Approach for Supporting Learning in Development Organisations. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.120.

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The Knowledge, Evidence and Learning for Development (K4D) Programme, which started in 2016, comes to an end in September 2022. K4D is a programme funded by and for the UK Government’s Foreign, Commonwealth and Development Office (initially with the Department for International Development, DFID, which was merged with the FCO in 2020). To reflect on the processes and approaches of learning that K4D enabled over the years, a special Working Paper series will be published. One important pillar of the programme was to facilitate learning processes through learning journeys. A total of 33 learning journeys took place during K4D. This summary looks back at the K4D concept, the learning journeys, the learning processes it supported, and the outcomes enabled. The paper finds that there is evidence that K4D learning journeys have helped enable sound, informed decision-making through collective understanding of issues and options, and through internal consensus on directions. Effective learning spaces were created and the methods used (including online tools for participation) were able to capture and share internal learning, foster internal connections, present external evidence and bring in other perspectives. However, success in enabling external alliances for decisions and change was more constrained, since most learning journeys engaged only in limited ways with external organisations. Further challenges were encountered when staff were redeployed to respond to political (Brexit) or international development (COVID-19, Ukraine) priorities.
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Khalil, James, MaryAnne Iwara, and Martine Zeuthen. Journeys through Extremism: The Experiences of Forced Recruits in Boko Haram. RESOLVE Network, September 2022. http://dx.doi.org/10.37805/cbags2022.2.

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This case study provides exploratory research into the personal journeys of forced recruits into Boko Haram, to examine how they entered the organization, the conditions they experienced in camps and settlements, their exits from the group, their subsequent experiences in state hands, and their perspectives about future reintegration. These themes are particularly pertinent given the mass disengagements from Boko Haram in spring 2022, and the extent to which federal and state systems lack the capacity to absorb and handle the large numbers involved. Research was undertaken at Operation Safe Corridor (OPSC), a program established in 2016 by the Nigerian state to provide an off-ramp for members of Boko Haram and Islamic State West Africa Province (ISWAP) deemed to be ‘low risk’ by military intelligence. Located at Mallam Sidi on the outskirts of Gombe, the OPSC program houses cohorts of around six hundred clients at any point in time. This report features the findings from thirteen in-depth interviews with participants in the OPSC program to provide important insights into the state-sponsored off-ramp from this group.
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Heide-Ottosen, Sif, Yahye Abdi, Abdullahi Ahmed Nor, James Khalil, and Martine Zeuthen. Journeys through Extremism: The Experiences of Former Members of Al-Shabaab. RESOLVE Network, October 2022. http://dx.doi.org/10.37805/cbags2022.3.

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This research report applies the Attitudes-Behaviors Corrective (ABC) Model of Violent Extremism to map personal journeys in and out of al-Shabaab, the al-Qaeda affiliate operating in Somalia and the wider Horn of Africa. The ABC Model provides a framework through which to analyze individual trajectories in relation to sympathy for and actual involvement in violent extremism. The study was designed to deliver key insights for policy and practice by revealing the extent to which these journeys vary between respondents. The ABC Model was also designed as a platform through which to explore drivers of attitudinal and behavioral change, offering a granular understanding of the processes of joining and leaving the group. This report features the findings from interviews with thirteen ex-members of the group, including those from its intelligence agency (the Amniyat), military wing (the Jabhat), and police force (the Hizbah), as well as drivers, teachers, and others in support roles. These findings provide important considerations for the design of interventions to prevent further involvement and to facilitate disengagements from the group, including recommendations for communications campaigns, rehabilitation services, and the relevance of territorial control.
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Page, Kelly, Alexandra Merritt Johnson, Kristen Franklin, Bria Carter, Marilys Galindo, Teresa Solorzano, Sangyeon Lee, and Zohal Shah. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity. Digital Promise, July 2023. http://dx.doi.org/10.51388/20.500.12265/185.

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Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ability to enter and persist in the education and workforce ecosystem. It is critical for LERs to be designed as accessible and equitably for HSE communities to mitigate systemic and structural inequities in the education and workforce ecosystem. With the generous support of the Bill & Melinda Gates Foundation, Digital Promise collaborated with HSE adult learners and workers, to establish a set of design principles to inform the development of LER technologies for use over an individual’s learning and career journeys, including their learning transitions. Through one-on-one interviews and group workshops with HSE adult learners and workers, fundamental design principles have been identified to influence LER data infrastructure from education to the workforce.
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