Relevant bibliographies by topics / Participation and Equity Program

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Academic literature on the topic 'Participation and Equity Program'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Participation and Equity Program"

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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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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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Downing, Liam. "The Emerging Equity Evaluation Landscape in Higher Education." Evaluation Journal of Australasia 17, no. 1 (March 2017): 19–29. http://dx.doi.org/10.1177/1035719x1701700104.

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Despite significant funding flowing into higher education for programs aimed at improving participation, access and success, there still exists a limited amount of systematic evaluation taking place within the sector. In some institutions (including universities, research centres and centres of excellence), a greater level of onus has been felt in recent years for the need to ascertain whether funding sources such as the Higher Education Participation and Partnerships Program (HEPPP) have led or are likely to lead to positive equity-related outcomes. An understanding of the causal links that lead or do not lead to these outcomes being met is also being sought for potential replication and evidence of success, along with advice from funders about what they are looking for. This creates a ‘perfect storm’ in which it seems evaluation is an ideal tool. The landscape this storm is creating—which is leading to a slowly growing body of evidence around how equity programs work—has potential to generate convincing evidence about the efficacy of such programs and lead to significant improvements in how they are run. This paper will document aspects of this emergence, and suggest ways forward which could sustainably hasten this process.
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Broady, Timothy R., and Rebecca M. Gray. "Taking Responsibility: Psychological and Attitudinal Change through a Domestic Violence Intervention Program in New South Wales, Australia." International Journal of Social Science Studies 5, no. 6 (May 22, 2017): 68. http://dx.doi.org/10.11114/ijsss.v5i6.2321.

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Literature widely reports the negative impacts of domestic violence at individual, family, and societal levels. Intervention programs that effectively assist violent men to develop alternate ways of relating, and thus enhance the safety of women and children, are of significant value to governments and the community. This study evaluates the effectiveness of one such program in promoting change in relevant attitudes and psychological constructs. Program participants completed pre- and post-group surveys containing validated scales that measured their gender equity beliefs, self-esteem, mastery, and psychological distress. Over the duration of program attendance, positive changes were evident regarding men’s self-esteem, mastery, and psychological distress, however, no significant change in gender equity beliefs was apparent. The positive changes evident amongst participants indicate beneficial outcomes from group work participation in areas that have been identified as risk factors for violent behaviour. The results also suggest that intervention programs would benefit from an increased focus on gender equity beliefs, and that further research is necessary on the extent to which this focus could improve attitudes, and consequently promote safety for women and children.
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Petrella, Marco, Carla Bietta, and Moffa Igino Fusco. "Adesione allo screening mammografico e livello di istruzione. Analisi del biennio 2004-2005 nel comune di Perugia per sezione censuaria di residenza." SALUTE E SOCIETÀ, no. 1 (March 2009): 162–69. http://dx.doi.org/10.3280/ses2009-001014.

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- In this paper, in order to evaluate the access equity to mammographic screening program in the Local Health Unit of Perugia, during 2004-2005 years, we analyzed the participation rate by education level. As a proxy of individual educational level we used the percentage of low education (less than 5 school years) in any single census area where women lived. A slight but significant disadvantage has been measured among women living in areas with higher average educational levels. Methodological issues and particular socioeconomic feature in Perugia have been discussed. Key words: equity, screening, education, census area, epidemiology, perugina. Parole chiave: equitÀ, screening, istruzione, sezione censimentaria, epidemiologia, Perugia.
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Malau, Waston. "Pengarusutamaan Gender dalam Program Pembangunan." JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 6, no. 2 (January 10, 2015): 125. http://dx.doi.org/10.24114/jupiis.v6i2.2292.

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Many issues of gender inequality surrounding us still not yet seriously solved by all elements of society. Women have more experience in disadvantages rather than men in the fields of education, health, employment, having and using science and technology. As may be seen with the still frequently occur violence against women, trafficking of women and children, pornography, the employment of women as problems of migrant workers and migrant workers abroad, lower participation of women in politics, and in the field of education, especially at the senior high school and higher education. For solving that, efforts in eradicating gender discrimination and developing potency which can support gender equality must be conducted continuously. Despite Constitution of 1945 ensures equality between men and women in accessing the fields, but in application still faced by many obstacles, for instance culture of patriarchy still remained and perpetuated by most of Indonesian people. Therefore increasing the women’s role in gender-based development as integral part of national development, has important meaning as effort to realize harmonious equal partnership between men and women, which in other word, to realize gender equity and equality in various fields of life and development.
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Liao, Ying Kai, Giang Nu To Truong, and Phuong Minh Binh Nguyen. "Psychological and Relational Moderators for the Relationship Between Brand Equity and Its Consequences." Journal of Electronic Commerce in Organizations 18, no. 4 (October 2020): 93–116. http://dx.doi.org/10.4018/jeco.2020100105.

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One of the most critical marketing topics which have been widely discussed is brand equity. However, the moderating effects of relevant variables on brand equity are still inconclusive. This study focused on the potential moderating effects of consumer variables on the influences of brand equity on behavioral intention. Using a survey approach, the result of 353 cosmetics consumers showed that the level of relational moderators, including loyalty program participation, relationship age, product knowledge, and previous shopping experience would accelerate the influences of brand equity on behavior intention, brand preference, and word of mouth. While the level of psychological moderators including product involvement, brand commitment, brand love, switching cost and customer expectation would amplify the influence of brand equity to the same consequential variables. These results may provide an essential reference for both academicians and professionals to conduct further empirical validation or develop appropriate marketing programs to promote brand equity.
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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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Rahmat, Abdul. "EVALUASI PROGRAM PENDIDIKAN KESETARAAN PAKET B UNTUK MENDUKUNG WAJAR DIKDAS 9 TAHUN DI KABUPATEN GORONTALO." JIV 6, no. 2 (December 30, 2011): 189–201. http://dx.doi.org/10.21009/jiv.0602.9.

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At The research is aimed at describing the implementation of equity education evaluation program of equity education paket B for wajar dikdas 9th year at sub province Gorontalo. Design of this research is qualitative with use phenomenology approach and design multi cases. Base of decided to use this approach is (1) this research have been done at nature background and two sided background different case; (2) this research use human as important instrument; (3) this research more focus to process, not result. For implementation this multi cases studies as base as opinion that multi cases studies is a study with detail with two or more background with have different characteristic, a subject, documents or a happen. This research use snowball sampling technic, (1) deep interview; (2) participation observation; (3) documentation study. Informer decided with purposive technic source triangulation, And than did evaluation of credibility, dependability, and confirmability. Data analysis include: (1) case individual analysis and (2) analysis multicases. Result of this research is (1) Content program: (a) curriculum centered, (b) application for skill, (c) program purpose to student potential. (2) Learning: (a) community centre, (b) environment student, (c) program structural flexsibility, (d) student centered, (e) user resourch. (3) Program assurance: (a) innisiative organization and participative student and decentralitation, (b) democrazy.
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Baporikar, Neeta. "Stakeholder Approach for Land Reform Programme to Enhance Access and Equity." International Journal of Political Activism and Engagement 8, no. 2 (April 2021): 40–63. http://dx.doi.org/10.4018/ijpae.2021040103.

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Globally, the land is a valuable resource. Many years of colonialism resulted in the majority of the population having no access to agricultural land especially in many African countries, and Namibia is no exception. Today, land access and equity are burning issues. Hence, adopting a qualitative research approach and data collection with a non-random purposive sample of 60 respondents' through questionnaires, interviews, and secondary data to investigate how the stakeholder approach can facilitate the effective implementation of the land reform program to enhance access and equity in Namibia. The paper examines challenges faced in implementing the land reform program, determine the level of stakeholder participation, and develop strategies based on the stakeholder approach for improved implementation of the land reform program. Findings reflect that stakeholders felt that the government is not consulting them enough and that is the reason why the land reform process has failed to enhance access and equity and is lacks the pace to the detriment of the landless majority.
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Dissertations / Theses on the topic "Participation and Equity Program"

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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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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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Cruz-Lopez, Irma F. "The Seasonal Agricultural Workers Program: Looking at Mexican Participation Through a Magnifying Glass." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23782.

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Mexican migrant workers have been coming to Canada since 1974 to work in agriculture as participants of the Seasonal Agricultural Workers Program (SAWP). Presently, Mexicans constitute the majority of SAWP workers. As well, Ontario is the main receiver of these workers followed by British Columbia and Quebec. Accordingly, the scope of this thesis mainly encompasses Mexican workers in Ontario. However, the thesis also includes Mexican SAWP workers in Quebec and British Columbia. This thesis reveals two main issues: (1) that all SAWP workers, particularly Mexican workers, lack key legal rights and protections relating to labour relations, employment, health and safety standards at the structural level of the SAWP; and at the federal, provincial, and international levels. (2) Even when they have rights under legislation relating to the above-mentioned subject matters, Mexicans, especially, lack the capacity to access them. Thus, they become ‘unfree labourers’ who are placed in a perpetual state of disadvantage, vulnerable to abuse and exploitation once in Canada. To describe the issues above, the thesis is divided into five chapters addressing the following: Chapter 1 presents the historical context behind the SAWP as well as the Mexican workers’ circumstances that attract them to participate in the Program. Chapter 2 examines the applicable constitutional and federal framework for SAWP workers. In addition, it highlights key federal exclusions placed on them, which originate in the federal immigration and employment insurance legislation. Chapter 3 concludes that Ontario does not protect its agricultural workers from unfair treatment and exploitation in the workplace; rather, it perpetuates such practices. This reality is intensified for SAWP Mexican workers. Particularly, chapter 3 analyses a constitutional challenge to the Ontario legislation excluding agricultural worker from its labour relations regime; said challenge is based on ss. 2(d) and 15(1) of the Canadian Charter of Rights and Freedoms. Chapter 4 maintains that similarly to workers in Ontario, SAWP workers in Quebec and British Columbia also face extreme disadvantages due in great part to the lack of or limited legal protections. Finally, chapter 5 asserts that due to its implementation in the Canadian framework, international law is inadequate to protect domestic and SAWP workers’ rights. While each chapter identifies tangible drawbacks or anomalies, which affect SAWP workers negatively, the thesis also provides recommendations to alleviate said weaknesses.
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Walther, Cornelia. "Le droit au service de l'enfant." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM1093.

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L'enfant est un être en développement. C'est une personne vulnérable à cause de son état physiologique, mental et social. Sa protection est nécessaire afin qu'il puisse grandir et atteindre son potentiel. Bien que tous les enfants aient les mêmes droits, partout dans le monde nombreux souffrent encore de privations et de violences. Cet état de fait met en péril leur avenir et celui de toute la société. Car, seul l'être auquel a été donnée l'opportunité d'évoluer en fonction de ses capacités inhérentes, contribuera à l'avancement social et économique de sa Nation mais également de la communauté mondiale. Ainsi, les droits des enfants représentent une responsabilité pour tous. Tout Etat doit respecter et faire respecter la Convention relative aux droits de l'enfant. La famille élargie est responsable pour le bien-être de l'enfant dans son entourage immédiat. Car, il y a une relation directe entre les droits de l'enfant et les devoirs envers lui. Cependant, la réalité des enfants ne correspond pas au cadre normatif. Force est de constater que la Loi ne suffit pas pour traduire cette norme commune en résultats tangibles. Aussi un dispositif additionnel, complémentaire au droit, doit-il exister pour protéger l'être vulnérable, et assurer la cohésion de la société qui l'entoure. La Responsabilité sociale des entreprises et la philanthropie représentent les premières manifestations du principe que chacun est responsable de chacun. De nouveaux outils comme l'Internet, ainsi que les théories traditionnelles comme celle du bien public, doivent être mis à profit afin d'améliorer la protection de l'enfant, au bénéfice de tous
A child is a being in development. S/he is a vulnerable person because of his/her physiological, mental and social status. Her/his protection and participation are required so s/he can grow and reach her/his potential. Every child has the same rights throughout the world, yet many suffer from deprivation and violence. This situation jeopardizes their future and that of the whole society. Because only the being who has been given the opportunity to evolve according to her/his inherent capacities will contribute to the progress of her Nation, which forms part of the international community's headway. Children's rights are everyone's responsibility. The State must respect and ensure respect of the Convention on the Rights of the Child, key treaty in this domain. The extended family is responsible for the well-being of the child in her immediate environment. Beyond this external stakeholders are involved. They shouldn't seek to replace but to enhance the capacity of family, community and State in protecting the child. There is a direct relationship between the right of the child and the duty towards the child, with the requirement to ensure results, as a consequence of the inherent logic of children's rights. Yet reality does not match the normative framework. While responsibility for others is recognized as an imperative of action from an ethical, religious and legal point of view, children suffer and die. Since laws alone are not enough to translate this universal norm into results, an additional device, complementary to the legal framework, must exist to protect the vulnerable being, and to ensure cohesion of the society that surrounds her
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Koo, Gerald M. F. "Foreign equity participation in United States airlines." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55702.

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Barreto, Ana Margarida da Silva Bebiano. "Does brand's participation on Facebook affect its brand equity?" Doctoral thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2013. http://hdl.handle.net/10362/10791.

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Giovengo, Melinda Ann. "Determinants of program participation for homeless youth /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7914.

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Miller, John H. "Equine Subject Matter in Virginia's Secondary Agricultural Education Programs: Course Offerings Compared to Career Development Event Participation." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29716.

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Agricultural education has to alter its curriculum in order to remain in step with the changes in rural and urban lifestyles. It must continue to change and expand its offerings as society develops. As an industry grows large enough to offer a variety of careers, students need to be more aware of opportunities and gain the necessary skills to enter that job market. The equine industry qualifies as an important and viable part of not only Virginia’s economy, but also the national economy. Career Development Events (CDEs) are designed to help prepare students for careers in agriculture. Classroom instruction comes alive as students demonstrate their skills in a competitive setting. CDEs test the abilities of individuals, as well as teams, in 28 major areas of agricultural instruction (National FFA, 2006). The basic core of agricultural education program consists of three components: 1. classroom instruction, 2. FFA, including Career Development Events, and 3. Supervised Agricultural Experience (SAE) programs. The FFA is a co-curricular organization representing one-third of the total agricultural education program. As such, FFA activities should reflect the instruction provided in the agricultural education classroom and laboratory. The concern facing the profession relates to why there were 40 Virginia FFA chapters with a CDE horse judging team in 2005, but that only 12 programs offered an equine management course. The purpose of my research was to assess the perceptions of Virginia’s secondary agricultural education teachers toward the benefits of offering an equine management course, within the secondary agricultural education programs that have CDE horse judging teams. The survey of 40 agricultural teachers who had a horse judging team at the 2005 state CDE event showed that 14 (22%) of the teachers did teach an equine course or unit within another course, 21 (63%) did not, and five (15%) did not respond. Based on the findings of this study, teachers’ perceptions were that an equine management program and participation in equine Career Development Events are necessary. Teachers agreed the event improved their students’ overall academic performance, increased their acceptance of responsibility, and increased their self-confidence.
Ph. D.
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Shangguan, Zhaoyun. "Understanding Food Stamp Program Participation Among Female-Headed Households: Has It Been Affected By Participation In The AFDC/TANF Program?" Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/34152.

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The caseloads of food stamp program and welfare program experienced sharp drops among non-metropolitan single female-headed families with children (SFHFwC) after welfare reform in 1996. There is concern that leaving welfare program has led to nonparticipation in food stamp program due to multiple reasons.

This study conducts an empirical analysis of non-metropolitan SFHFwC's participation in food stamp program and welfare program, using the 1993 and 1999 CPS data. Results from using reduced-form probit model, bivariate probit model and structural probit model are compared. The reduced-form probit model considers participation in both programs as functions of all exogenous variables. The bivariate probit model allows correlation between the participation in the two programs. The structural probit model considers participation in welfare as an endogenous variable of FSP participation. Empirical analysis is also conducted through the comparison across years and between southern and the remaining U.S. states.

We found that welfare participation has a significant and positive impact on FSP participation. Households leaving welfare are more likely not to participate in FSP. Further, welfare participation is more important in determining FSP participation in 1999 than in 1993. Residence in South has a significant and negative impact in welfare participation in 1999, but has no significant impact on FSP participation in either year. Incomes and number of young children are the other major determinants of participation in both programs. Policy suggestions include improving economic situation to reduce FSP caseloads on one side, and providing more information about FSP eligibility to welfare leavers to ensure their food safety on the other side.
Master of Science

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Alfano, Christopher J. 1964. "Seniors' participation in an intergenerational music learning program." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115599.

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Intergenerational programs that bring together young people and older adults have been the subject of investigation in recent years. However, there is little research on the topic of intergenerational education programs, and virtually no research on collaborative, intergenerational music education programs in public school settings. This study sought to capture senior citizens' reflections on their experience as co-participants with adolescents in an Ontario Ministry of Education fully-funded daytime instrumental band program. This program has been running continuously and successfully at a high school since 1994. The site is a rich source of information about the ways in which seniors interact musically, socially and educationally with their own age cohort and with adolescents in this co-learning environment. Qualitative data were gathered using tools of ethnography including participant observation, interview and document analysis, while quantitative data regarding demographic and other information about participants' backgrounds, experience, practice habits and so forth were gathered by means of a questionnaire. An instrumental case study approach was used to investigate the associations of young and old both in social and learning contexts in a broad sense, so that the findings would not be limited to the specific interactive associations that occurred in a music learning and performance environment, but could be applied to other intergenerational associative situations. The study reports on the personal, social and intellectual benefits that senior participants divulged as they reflected on their participation in an intergenerational instrumental music program. The study concluded that an active daytime high school music program that included senior citizens as registered music students, which supported the interaction of young and old as equals in music learning activities, resulted in a greater understanding, acceptance, care, respect and appreciation of one age group for another. Recommendations for social policy regarding support for intergenerational, collaborative, publicly funded educational programs are offered.
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Books on the topic "Participation and Equity Program"

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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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Sandell, Steven H. Who is served in JTPA programs: Patterns of participation and intergroup equity. Washington, D.C: National Commission for Employment Policy, 1988.

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United States. Congress. House. Committee on Small Business. Private equity for small firms: The importance of the Participating Securities program : hearing before the Committee on Small Business, House of Representatives, One Hundred Ninth Congress, first session, Washington, DC, April 13, 2005. Washington: U.S. G.P.O., 2005.

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Chapman, Judith, Patricia Cartwright, and E. Jacqueline Mcgilp, eds. Lifelong Learning, Participation and Equity. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-5322-3.

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Beasley, Vic. Participation and equity: The Flinders experiment. Bedford Park, S[outh] A[ustralia]: Beasley, 1985.

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Association for Investment Management and Research. Equity specialization program: Study guide. Alpharetta, GA: Association for Investment Management and Research, 1999.

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Power, C. Access to higher education: Participation, equity, and policy. Bedford Park, S. Aust: National Institute of Labour Studies Inc., Flinders University of South Australia, 1985.

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Royal Commission on Aboriginal Peoples (RCAP). Intervenor Participation Program: Program guidelines and application form. [Ottawa]: The Commission, 1992.

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Ontario. Premier's Council (1994-1995). Equity and Access Committee. Pursuing equity, phase one: Report of the Equity and Access Committee. [Toronto]: Premier's Council on Health, Well-Being, and Social Justice, 1995.

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Canada. Employment Equity Branch. Federal Contractors Program. Employment Equity, Federal Contractors Program: Questions and answers. Ottawa: The Program, 1994.

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Book chapters on the topic "Participation and Equity Program"

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Rao, T. V. S. Ramamohan. "Equity Participation." In Risk Sharing, Risk Spreading and Efficient Regulation, 83–100. New Delhi: Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2562-1_6.

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Dawson, Emily. "Mapping participation." In Equity, Exclusion and Everyday Science Learning, 47–67. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315266763-3.

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Chell, Elizabeth. "Social Exchange Theory and the Concept of Equity." In Participation and Organization, 156–79. London: Palgrave Macmillan UK, 1985. http://dx.doi.org/10.1007/978-1-349-17810-0_7.

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Torotcoi, Simona, Delia Gologan, and Anastasia Kurysheva. "What Works for Underrepresented Groups? Identifying Effective Measures for Enhancing Access to Higher Education in Europe." In European Higher Education Area: Challenges for a New Decade, 177–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_13.

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Abstract Over the last three decades, policy-makers have developed numerous measures, policies, projects and programs with the intention to increase the enrolment and participation of underrepresented groups, however, little is known about the ways in which such initiatives shape opportunities for potential students. Knowing which of these initiatives work and whether they are achieving their intended goals is of utmost importance for policy-makers across Europe. This paper aims to collect, document, scrutinize and critically analyze the current research literature which assesses the effectiveness of different public initiatives at Higher Education Institutions’ (HEIs) level for widening access for underrepresented groups and, at the same time, to identify gaps and make recommendations for potential further research. The 17 identified studies can be categorized based on the access measures they analyze: (1) outreach, counselling and mentoring of prospective students; (2) financial aid measures, and (3) preparatory courses and programs. The findings show that there are little research and information about the actual outcomes of most measures to increase access to HE. We found a lack of adequate, reliable and consistently collected data about the policy instruments already put to practice. Since there is no excuse for the lack of effective action towards more equitable educational systems, more evidence-based approaches will be necessary to learn from these specific access measures and move forward towards more efficient equity policies.
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Chapman, Judith, Jacqueline McGilp, Patricia Cartwright, Marian de Souza, and Ron Toomey. "Overcoming Barriers that Impede Participation in Lifelong Learning." In Lifelong Learning, Participation and Equity, 151–74. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-5322-3_8.

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Sari, Agus P. "On Equity and Developing Country Participation." In Environment & Policy, 125–39. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4687-6_10.

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Lilford, Eric, and Pietro Guj. "Government Participation and Domestic Equity Requirements." In Mining Taxation, 115–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49821-4_7.

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Gillham, James R. "Program Participation and World View." In Preventing Residential Burglary, 29–43. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2790-8_3.

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Gillham, James R. "Program Participation: Contacts and Networks." In Preventing Residential Burglary, 89–107. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2790-8_6.

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Alan, Nazli Sila, John S. Mask, and Robert A. Schwartz. "A Liquidity Program to Stabilize Equity Markets." In Equity Trading Round-Up, 131–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51015-2_9.

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Conference papers on the topic "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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Hahn, Thomas, and Hidayat Ur Rahman. "Remote access programs to better integrate individuals with disabilities." In 2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2016. http://dx.doi.org/10.1109/respect.2016.7836176.

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Nacu, Denise C., Caitlin K. Martin, Nichole Pinkard, Taha Hamid, Taihua Li, Daniela Stan Raicu, and Jonathan Gemmell. "Helping educators leverage youth interest in STEM out-of-school programs." In 2016 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2016. http://dx.doi.org/10.1109/respect.2016.7836178.

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Reports on the topic "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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Dahl, Gordon, Katrine Løken, and Magne Mogstad. Peer Effects in Program Participation. Cambridge, MA: National Bureau of Economic Research, June 2012. http://dx.doi.org/10.3386/w18198.

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Chen, Y., and A. Hechanova. Advanced Accelerator Applications University Participation Program. Office of Scientific and Technical Information (OSTI), July 2007. http://dx.doi.org/10.2172/924121.

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Spinos, F. Industry participation in the SSCL installation program. Office of Scientific and Technical Information (OSTI), May 1993. http://dx.doi.org/10.2172/10175062.

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Steiner, D. Participation in USDOE/Utility Matching Grant Program. Office of Scientific and Technical Information (OSTI), January 2003. http://dx.doi.org/10.2172/833777.

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Solon, Gary, Mary Corcoran, Roger Gordon, and Deborah Laren. Sibling and Intergenerational Correlations in Welfare Program Participation. Cambridge, MA: National Bureau of Economic Research, August 1987. http://dx.doi.org/10.3386/w2334.

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Lance, Darell G. Army Participation in the Defense Airborne Reconnaissance Program. Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada308689.

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Jones, Jordan, Charles Courtemanche, Augustine Denteh, James Marton, and Rusty Tchernis. Do State SNAP Policies Influence Program Participation among Seniors? Cambridge, MA: National Bureau of Economic Research, July 2021. http://dx.doi.org/10.3386/w29037.

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McGee, Steven, Everett Smith, Andrew Rasmussen, and Jeremy Gubman. Using Rasch analysis for determining the cut score of a computer science placement exam. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.4.

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A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.
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Baker, Charles, Herbert Berk, Martin Greenwald, Michael E. Mauel, Farrokh Najmabadi, William M. Nevins, Ronald Stambaugh, et al. Planning for U.S. Fusion Community Participation in the ITER Program. Office of Scientific and Technical Information (OSTI), June 2006. http://dx.doi.org/10.2172/1273504.

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