Relevant bibliographies by topics / Peer culture

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Academic literature on the topic 'Peer culture'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Peer culture"

Atkinson, Malcolm. "‘Peer review’ culture." Science and Engineering Ethics 7, no. 2 (June 2001): 193–204. http://dx.doi.org/10.1007/s11948-001-0040-8.

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Corsaro, William A. "Peer culture in the preschool." Theory Into Practice 27, no. 1 (January 1988): 19–24. http://dx.doi.org/10.1080/00405848809543326.

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Noufou, Ouedraogo, Davar Rezania, and Muhammad Hossain. "Measuring and exploring factors affecting students’ willingness to engage in peer mentoring." International Journal of Mentoring and Coaching in Education 3, no. 2 (June 6, 2014): 141–57. http://dx.doi.org/10.1108/ijmce-11-2012-0071.

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Purpose – The purpose of this paper is to measure students’ willingness to mentor their peers and explores key factors to student peer mentoring effectiveness. Design/methodology/approach – The paper uses a hybrid research methodology consisting of a survey and a focus group discussion. The survey was conducted with students of a bachelor of commerce (BCom) program of a North American university to analyze the impact of organizational culture and altruism on their willingness to mentor their peers. The focus group discussion was carried out with students of the same program to explore the objectives, focus, and factors contributing to their willingness to mentor and to peer mentoring effectiveness. Findings – Organizational culture and altruism significantly affect students’ emotional and intentional willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. Critical factors to peer mentoring effectiveness include a good fit between mentors and mentees, a reasonable ratio of mentor to protégés, and an understanding of and a willingness to address each student's specific needs. Practical implications – Business schools should embrace and promote a culture of mutual help, look for altruistic students as prospective peer mentors, and promote voluntary student peer mentoring. A mentoring program should be flexible enough to meet each student's needs. Attention should be paid to finding a good fit between mentors and protégés. Communication should focus on the benefits of student peer mentoring for mentors and protégés. Originality/value – This research brings empirical evidence on peer mentoring by testing and confirming the impact of altruism and organizational culture on students’ willingness to mentor their peers. It also provides practical insight to business schools for implementing student peer mentoring programs.

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Freedman, Des. "Managing pirate culture: Corporate responses to peer‐to‐peer networking." International Journal on Media Management 5, no. 3 (January 2003): 173–79. http://dx.doi.org/10.1080/14241270309390032.

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DA RIMINI, FRANCESCA. "The tangled hydra: developments in transglobal peer-to-peer culture." Global Networks 13, no. 3 (June 3, 2013): 310–29. http://dx.doi.org/10.1111/glob.12024.

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Rosier, Katherine Brown, Patricia A. Adler, and Peter Adler. "Peer Power: Preadolescent Culture and Identity." Social Forces 79, no. 1 (September 2000): 351. http://dx.doi.org/10.2307/2675575.

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Grant, Linda. ":Peer Power: Preadolescent Culture and Identity." Symbolic Interaction 23, no. 2 (May 2000): 219–21. http://dx.doi.org/10.1525/si.2000.23.2.219.

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Sellman, Edward. "Peer Mediation, School Culture and Sustainability." Pastoral Care in Education 20, no. 2 (June 2002): 7–11. http://dx.doi.org/10.1111/1468-0122.00223.

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Chen, Xinyin. "Culture, Peer Interaction, and Socioemotional Development." Child Development Perspectives 6, no. 1 (June 22, 2011): 27–34. http://dx.doi.org/10.1111/j.1750-8606.2011.00187.x.

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Brayfield, April, Patricia A. Adler, and Peter Adler. "Peer Power: Preadolescent Culture and Identity." Contemporary Sociology 28, no. 4 (July 1999): 421. http://dx.doi.org/10.2307/2655303.

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Dissertations / Theses on the topic "Peer culture"

Yusuf, Abdi. "Några behandlares uppfattningar om faktorer sommotverkar negativ ungdomskultur på institutioner för ungdomar med socialaproblem." Thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26472.

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Syftet med studien är att belysa några behandlares uppfattningar om faktorer som motverkar negativ ungdomskultur på institutioner för ungdomar med sociala problem. Studien lyfter fram upplevelser samt erfarenheter därmed användes ett kvalitativt närmandesätt, med hermeneutisk utgångspunkt. Fem semistrukturerade intervjuer tillämpades vid insamlingen av mjukdata. Med hjälp av latent innehållsanalys analyserades materialet för bättre överblick. Resultatet belyser faktorer som bidrar till att det blir negativt bland ungdomar på institutioner. Dessa faktorer kan exempelvis vara att ungdomarna inte känner av personalens närvaro, blir sedda samt hörda. Resultatet lyfter även fram att ungdomarna Influeras av varandra och är lojala mot varandra för att ungdomarna upplever att de har samma historik eller gemensamma drag samt att ungdomarna upplever att personal är på institutionen för att enbart tjäna pengar. Omotiverade ungdomar ska inte sättas inom samma grupp för då blir rehabiliteringsarbetet lidande konstateras i resultatet. Respondenterna upplever att oenighet bland personal angående rutiner och regler bidrar till negativ ungdomskultur. Delaktiga ungdomar som får stöd, som motiveras och förstärks av behandlare samt får återanknytning till sociala sammanhang i form av föreningsliv kan bidra till att främja en positiv ungdomskultur.

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Gillespie, Marie. "TV talk in a London Punjabi peer culture." Thesis, Brunel University, 1992. http://bura.brunel.ac.uk/handle/2438/6962.

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This thesis examines how 16-18 year-olds in a London Punjabi peer culture talk about television. Based upon two years' ethnographic fieldwork in Southall, west London, it is argued, firstly, that shared experiences of television inform and shape the content and, in some cases, the form of everyday communicative interactions among young people; secondly, that TV is a resource which is mined selectively and used creatively to provide shared but differentiated ways of talking about self, others and their positions in the world; thirdly, that 'TV talk' involves the negotiation of relations within and between parental and peer cultures, the articulation of cultural differences and the expression of aspirations toward cultural change. The analysis is organised around four TV genres. in the peer culture studied, the ability to discuss TV news is perceived as a function of emergent adulthood. In talking about TV advertisements young people establish, critique and endorse hierarchies of taste and style, for example, in what they drink, eat and wear. TV comedy talk, examined in the wider context of the social functions of humour, brings into the realm of speech that which is seen as 'absurd', 'subversive' and 'unspeakable'. It bears, perhaps, the most impressive witness to the role of TV as an enabler of talk. Finally, in their everyday discussions of the soap opera 'Neighbours', young people draw parallels between gossip and rumour in their local neighbourhood and in the soap. The essential argument of the thesis is that TV talk, as an integral; part of everyday talk, binds people together, contributes to their; shared culture and to patterns of sociability, and generates social and collective processes of interpretation and reception beyond the domestic context of viewing. The social reception of TV through shared talk is both a creative act and a manipulated one. It can reflect what is real already; create what is as yet unknown; enable discussion of taboo subjects and make it possible to say what is absurd or unthinkable.

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Willett, Rebekah Jane. "Children's use of popular media in their creative writing." Thesis, Institute of Education (University of London), 2001. http://eprints.ioe.ac.uk/7282/.

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This study is an examination of the social world of children's story writing, focusing on the way children use the agency offered to them in the context of the' writing process' pedagogy as a way of negotiating existing practices to position themselves in the discursive field of the classroom. Using methods from teacher-research and ethnographic traditions, I collected data from the class I was teaching, focusing on six children aged eight to nine. Data collection included observations of social interactions, photocopies of stories children wrote, interviews with children, group discussions, tape recordings of children talking while writing stories, and a diary of my experiences as a teacher-researcher. Using a form of discourse analysis, I focused on three areas in my data analysis: writing process, media consumption and production, and identity work. My analysis shows the ways children negotiate with and manipulate school practices in order to include their peer cultures in writing workshop, indicating children's understanding of school practices and concern with their social positions. In my study I show how popular media, a significant element of peer culture, is used by children in story writing as a way of establishing and defining personal identities and friendship groups. It is through friendships and often within the context of talk around media that children define, perform, and to some extent play with their gendered identities. The conclusions of my study point to a need for educators to recognise the way discursive practices of school create a very narrow definition of' acceptable stories' in classrooms. The practices problematise stories which contain media, and therefore teachers overlook and misunderstand many of the things children are doing during the process of writing media-based stories.

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Cooper, Amrik. "Culture and capital decoupled : exploring the dynamics of peer-to-peer file sharing and copyright violation." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10283.

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Includes bibliographical references (p. 55-59).
In this thesis the significance of casual copyright violation as enabled by the infrastructural fluidity of the internet is discussed (in particular, its most contemporary form, peer-to-peer file sharing). The aim of this discussion is to explore and promote a better understand of casual copyright violation, beyond the narrower conceptions challenged herein. The positions of progressive intellectual property advocates and of the intellectual property industry are presented, neither of whose analysis appears to rise above idealism or moralising. A triangulated research design was implemented, incorporating one-on-one qualitative interviews, a focus group and a survey of a student file-sharing population. I conclude that peer-to-peer file sharing is less significant as an individual choice than it is as a structural feature of the digital age.

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McMurray, Paula Ann. "The construction, negotiation, and integration of gender, school culture, and peer culture positionings in preschool." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382632136.

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Keddie, Amanda, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "Little boys: the potency of peer culture in shaping masculinities." Deakin University. School of Education / School of Social & Cultural Studies, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041216.100720.

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This study explores the peer group understandings of five male friends between the ages of six and eight years and seeks to examine the ways in which the groups social dynamics interact to define, regulate and maintain dominant and collective understandings of masculinities. Within a self-selected affinity context, and drawing on their lived and imagined experiences, the boys enact and interpret their social worlds. Adopting the principles of ethnography within a framework of feminist poststructuralism and drawing on theories of groupness and gender(ed) embodiment, the boys understandings of masculinities are captured and interpreted. The key analytic foci are directed towards examining the role of power in the social production of collective schoolboy knowledges, and understanding the processes through which boys subjectify and are subjectified, through social but also bodily discourses. The boys constructions of peer group masculinities are (re)presented through a narrative methodology which foregrounds my interpretation of the groups personal and social relevances and seeks to be inductive in ways that bring to life the boys stories. The study illuminates the potency of peer culture in shaping and regulating the boys dominant understandings of masculinity. Within this culture strong essentialist and hierarchical values are imported to support a range of gender(ed) and sexual dualisms. Here patriarchal adult culture is regularly mimicked and distorted. Underpinned by constructions of femininity as the negative other, dominant masculinities are embodied, cultivated and championed through physical dominance, physical risk, aggression and violence. Through feminist poststructural analysis which enables a theorising of the boys subjectivities as fluid, tenuous and often characterised by contradiction and resistance, there exists a potential for interrupting and re-working particular masculinities. Within this framework, more affirmative but equally legitimate understandings and embodiments can be explored. The study presents a warrant for working with early childhood affinity groups to disrupt and contest the dominance and hierarchy of peer culture in an effort to counter-act broader gendered and heterosexist global, state and institutional structures. Framing these assertions is an understanding of the peer context as not only self-limiting and productive of hierarchies, but enabling and generative of affirmative subjectivities.

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Hysock, Dana Ann. "Fun between friends? How peer culture influences adolescents' interpretations of and responses to peer sexual harassment in high school /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.83 Mb., 259 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220723.

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He, Sihua. "Peer relationships among local and returnee Chinese employees." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/s_he_052109.pdf.

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Thesis (M.A. in communication)--Washington State University, August 2009.
Title from PDF title page (viewed on July 28, 2009). "Edward R. Murrow College of Communication." Includes bibliographical references (p. 58-67).

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Melton, Stephanie Tillman. "The Relationship between Social Networks, Exchange and Kids’ Food in Children’s Peer Culture." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5991.

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This study investigates children’s peer culture, social networks and the role that kids’ food plays in peer exchanges during middle childhood. During this stage children develop social competencies as they join peer groups with other children and become socialized into children’s peer culture. In order to immerse myself within children’s culture, I conducted ethnographic fieldwork at two afterschool programs providing care for elementary school children. I investigated friendships, social networks and exchanges among third through fifth grade children at the programs. The study included participant observation and participatory group interviews with a sample of the children at both sites. The findings reveal how children use exchange of snack foods, candy and toys to build social connections among peers. The results indicate that children are active participants and creators in their peer cultures. They manipulated adult norms to structure oppositional identities as children. One tool for identifying with peers and gaining social acceptance are kids’ foods, which are processed food items marketed for children. Kids’ food served as a form of social currency in expressing friendship and connection. For the children in this study, food provided for edible consumption, entertainment and symbolic connection to peers. The results of this research demonstrate the need to approach child nutrition promotion from a cultural and social view point of children, not only based on physical and health motivation.

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Bin, Samsuddin Ismail. "Architectural education : peer culture in design studio and its relationship with designing interest." Thesis, University of Sheffield, 2008. http://etheses.whiterose.ac.uk/14938/.

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Architectural design studio is an active educational site: it is not only to be defined as a visible space; it is also a way of thinking and learning. Within its physical and virtual qualities, there seems to be the presence ofunique peer cultural signifying practices that are influential to the learning and social process ofthe design students. Nevertheless, there is a lack of knowledge concerning this intriguing and invisible phenomenon. This study is an attempt to investigate this phenomenon by unfolding its hidden manifesting elements and their relationships to the multiple events of design and social cognition. At the same time, this investigation will examine its possible benefits for the learning of design among students both at the personal and interpersonal level. This study also attempts to identify the fundamental differences between studio peer culture and other cultures, in different fields of study. It is considered as a useful approach by looking at this phenomenon from a different point ofview to verify its possible significant influences. A multiple-strategy that combined qualitative and quantitative approach for comparative measures was employed in this investigation. Such a strategy allows for the triangulation of results and findings in order to provide a richer picture of the cultural phenomenon being studied. The unfolding process began with qualitative investigation by using individual interviews to identify possible shared commonalities among the studio learning peers. Following this investigation was a focus group study that involved participants who had dual learning experiences in the design studio and other learning environments. Subsequently, a survey study was formulated based on 'constructs' identified in earlier findings. This was for the purposes of comparative and quantitative investigation oflarger samples. From the various stages of investigation, several interesting findings were revealed. There were notable commonalities shared among the design studio peers. Findings indicated that they had particular ways of learning and socializing with their peers. These were manifested in the form of meaningful words, models ofreferences, non-verbal behaviours and intrinsic values. These shared commonalities were further exemplified by findings from the comparative investigation. The findings revealed that studio peers had fundamental differences in the way they construed their learning, situational and social events in comparison with peers from different learning environments. One of the key contributions ofthis study is the provision of a more meaningful approach to understanding studio peer culture and its influences on design learning. This may also serves as an observational tool for design learning process and development.

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Books on the topic "Peer culture"

K, Brendtro Larry, ed. Positive Peer Culture. 2nd ed. New York: Aldine Pub. Co., 1985.

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Adler, Patricia A. Peer power: Preadolescent culture and identity. New Brunswick, N.J: Rutgers University Press, 1998.

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Adler, Patricia A. Peer power: Preadolescent culture and identity. New Brunswick, N.J: Rutgers University Press, 1998.

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Friendship and peer culture in the early years. Norwood, N.J: Ablex Pub. Corp., 1985.

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Gillespie, Marie. TV talk in a London Punjabi peer culture. Uxbridge: Brunel University, 1992.

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Gillespie, Marie. TV talk in a London Punjabi peer culture. Uxbridge: Brunel University, 1992.

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Sosland, Blanche E. (Blanche Eisemann), 1936-, ed. Banishing bullying behavior: Transforming the culture of peer abuse. 2nd ed. Lanham, Md: Rowman & Littlefield, 2011.

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Peer coaching: To enrich professional practice, school culture, and student learning. Alexandria, Virginia: ASCD, 2015.

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Carter, John K. Religious ministry and the Thirteenth Generation. Springfield, Va: Available from National Technical Information Service, 1996.

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1943-, Blau Melinda, ed. The second family: How adolescent power is challenging the American family. New York: St. Martin's Press, 2001.

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Book chapters on the topic "Peer culture"

Furth, Hans G. "Peer Culture." In Desire for Society, 77–97. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-9987-3_6.

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Trapper, Thomas. "Positive Peer Culture." In Kundenorientierung – Partizipation – Respekt, 167–84. Wiesbaden: VS Verlag für Sozialwissenschaften, 2009. http://dx.doi.org/10.1007/978-3-531-91763-4_8.

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Brendtro, Larry K., and William Wasmund. "The Peer Culture Model." In Residential and Inpatient Treatment of Children and Adolescents, 81–96. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0927-5_5.

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Kehily, Mary Jane. "Peer Culture, Masculinities and Schooling." In Jungenforschung empirisch, 163–73. Wiesbaden: VS Verlag für Sozialwissenschaften, 2009. http://dx.doi.org/10.1007/978-3-531-91759-7_12.

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Franck-Oberaspach, Georg. "Digital Culture Includes "Peer-to-Peer" and "Open Source"." In Die Fakultät für Architektur und Raumplanung, 65–68. Wien: Böhlau Verlag, 2015. http://dx.doi.org/10.7767/9783205202271-014.

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Tamm, Anni. "Peer Interactions: Culture and Peer Conflict During Preschool Years." In Children’s Social Worlds in Cultural Context, 103–15. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27033-9_8.

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Souto-Manning, Mariana, and Haeny S. Yoon. "Languages and literacies in peer culture." In Rethinking early literacies, 142–59. New York, NY : Routledge, 2018. | Series: Changing images of early childhood: Routledge, 2018. http://dx.doi.org/10.4324/9781315650975-8.

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Evaldsson, Ann-Carita. "Examining girls’ peer culture-in-action." In The Routledge Handbook of Language, Gender, and Sexuality, 304–20. Abingdon, Oxon; New York, NY: Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9781315514857-24.

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France, Alan, Dorothy Bottrell, and Derrick Armstrong. "The Ecology and Culture of Peer Groups." In A Political Ecology of Youth and Crime, 79–98. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137291486_5.

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Schneider, Barry H. "Being Gifted in the Culture of Childhood." In The Gifted Child in Peer Group Perspective, 1–19. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4613-8731-2_1.

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Conference papers on the topic "Peer culture"

Chung, Won-Ho. "A Super-Peer Selection Strategy for Peer-to-Peer Systems." In Art, Culture, Game, Graphics, Broadcasting and Digital Contents 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.125.05.

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Vasileiou, Ismini, and Paul Haskell-Dowland. "ADDRESSING STEM GEEK CULTURE THROUGH PEER LEARNING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1298.

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Hu, Cheng, Yanjun Gao, and Xianming Liu. "Application of Peer Instruction in General Physics Experiment Course." In International Conference on Electronics, Mechanics, Culture and Medicine. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcm-15.2016.28.

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Liu, Xianming, Yanjun Gao, and Cheng Hu. "Research on Diversified Assessment Model of Peer Instruction - Case Study of College Physics Course." In International Conference on Electronics, Mechanics, Culture and Medicine. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcm-15.2016.67.

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Lopez, Dobrila. "USING A PEER MENTORING PROGRAMME TO INTRODUCE INTERNATIONAL STUDENTS TO INDIGENOUS CULTURE." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1937.

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Utschig, Tris. "Work In Progress: Utilizing Peer Coaching to Help Create a Culture of Assessment." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322576.

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Nurviyani, Ria, and Pupung Purnawarman. "EFL Students’ Response on the Impact of Online Peer Feedback on Their Writing Performance." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.095.

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Wang, Yufeng. "Research on the Comprehensible Output of Peer Interaction in College English Class." In 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.6.

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Ku, Kihong, Christian Jordan, and Jim Doerfler. "Pedagogical Explorations of an Open- Source Architecture Paradigm in Emerging Design Technologies." In AIA/ACSA Intersections Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.aia.inter.16.1.

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Open-Source Architecture is an emerging paradigm advocating peer-to-peer collectivity, inclusiveness and participatory culture in architectural design. These conditions support a broad interest at the intersection of education, research and practice in emerging design technologies exploring formal complexity, performance, biomimicry and responsiveness. In the last decade, rich participatory, open-source communities, open-source software, and open-source hardware, created by and designed for the fields of parametric and algorithmic design, visual programming, and physical computing have emerged with resulting opportunities for change in architectural education. We discuss pedagogical approaches that introduce pathways for open-source cultures in architectural design and personal learning networks for professional development.

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Darmawangsa, Dante. "The Effect of Peer Review Using Twitter on Students' Writing in French." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007162200710074.

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Reports on the topic "Peer culture"

Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.

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Fuelberth, August S., Adam D. Smith, and Sunny E. Adams. Fort McCoy, Wisconsin Building 550 maintenance plan. Engineer Research and Development Center (U.S.), November 2020. http://dx.doi.org/10.21079/11681/38659.

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Building 550 (former World War II fire station) is located on Fort McCoy, Wisconsin, and was recommended eligible for the National Register of Historic Places (NRHP) in 2018 (Smith and Adams 2018). The building is currently vacant. It is an intact example of an 800 Series World War II fire station with character-defining features of its period of significance from 1939 to 1946 on its exterior and interior. All buildings, especially historic ones, require regular planned maintenance and repair. The most notable cause of historic building element failure and/or decay is not the fact that the historic building is old, but rather it is caused by incorrect or inappropriate repair and/or basic neglect of the historic building fabric. This document is a maintenance manual compiled with as-is conditions of construction materials of Building 550. The Secretary of Interior Guidelines on rehabilitation and repair per material are discussed to provide the cultural resources manager at Fort McCoy a guide to maintain this historic building. This report satisfies Section 110 of the National Historic Preservation Act (NHPA) of 1966 as amended and will help the Fort McCoy Cultural Resources Management office to manage this historic building.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

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Loukos, Panos, and Leslie Arathoon. Landscaping the Agritech Ecosystem for Smallholder Farmers in Latin America and the Caribbean. Edited by Alejandro Escobar and Sergio Navajas. Inter-American Development Bank, February 2021. http://dx.doi.org/10.18235/0003027.

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Agriculture is an important source of employment in Latin America and the Caribbean. In rural areas, some 54.6 per cent of the labour force is engaged in agricultural production. Although much of the region shares the same language and cultural heritage, the structure and scale of the agriculture sector varies significantly from country to country. Based on the review of 131 digital agriculture tools, this report, prepared by GSMA and IDB Lab, provides a market mapping and landscape analysis of the most prominent cases of digital disruption. It highlights some of the major trends observed in five digital agriculture use cases, identifies opportunities for digital interventions and concludes with recommendations for future engagement that could deliver long-term, sustainable economic and social benefits for smallholder farmers.

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