Relevant bibliographies by topics / Under-represented

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Under-represented'

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

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Journal articles on the topic "Under-represented"

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Bright, Kawanna M., Shantel Agnew, Tanya Arnold, Laverne Gray, M. Nathalie Hristov, Jill Keally, Mark A. Puente, and William Robinson. "Recruiting the Under-Represented." Science & Technology Libraries 27, no. 1-2 (May 1, 2006): 121–34. http://dx.doi.org/10.1300/j122v27n01_09.

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Pathak, Saurav. "Recommendations for under-represented entrepreneurship." Journal of Enterprising Communities: People and Places in the Global Economy 13, no. 1/2 (May 31, 2019): 167–77. http://dx.doi.org/10.1108/jec-07-2018-0049.

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Purpose The purpose of this study is to make strategic recommendations that benefit under-represented entrepreneurship (UE). Design/methodology/approach The approach toward suggesting the proposed strategic recommendations is conceptual in nature. Blumberg’s theory of nested level of resource structure and McPherson’s theory of homophily will be invoked. Findings Under-represented entrepreneurship would benefit from initiating key resource identification and acquisition at a meso-level, i.e. within one’s own community in the first place and engaging in community-based collaborative and collective entrepreneurship. Research limitations/implications The proposed strategies have not been validated empirically. Originality/value The beneficial effects of implementing these strategies for UE will be felt in stages. First, communities will emerge as entrepreneurial as a whole. Subsequently, societal-level attribution of these communities as “entrepreneurial communities” will occur providing the necessary visibility and acceptance they would need to participate, contribute and get blended with more traditional entrepreneurship without distinction or prejudice.
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Cook, Sarah Gibbard. "Women: Over-Performing, Under-Represented, Underpaid." Women in Higher Education 23, no. 1 (January 2014): 6–7. http://dx.doi.org/10.1002/whe.20003.

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Landry, Alden M., Jessica Stevens, Sean P. Kelly, Leon D. Sanchez, and Jonathan Fisher. "Under-Represented Minorities in Emergency Medicine." Journal of Emergency Medicine 45, no. 1 (July 2013): 100–104. http://dx.doi.org/10.1016/j.jemermed.2012.11.064.

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Hersh, Reuben. "Under-represented Then Over-represented: A Memoir of Jews in American Mathematics." College Mathematics Journal 41, no. 1 (January 2010): 2–9. http://dx.doi.org/10.4169/074683410x475065.

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&NA;. "Paediatric patients under-represented in clinical trials." Reactions Weekly &NA;, no. 1413 (August 2012): 5. http://dx.doi.org/10.2165/00128415-201214130-00011.

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Biggs, Luke, Ciaran Grafton-Clarke, and Jayne Garner. "Perception of medicine in under-represented students." Education for Primary Care 30, no. 1 (December 23, 2018): 49–51. http://dx.doi.org/10.1080/14739879.2018.1540946.

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Dineley, Jude. "Study finds women are under-represented in journals." Physics World 27, no. 01 (January 2014): 12. http://dx.doi.org/10.1088/2058-7058/27/01/23.

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O’Brien, Emma, Thomas M. Cooney, and Per Blenker. "Expanding university entrepreneurial ecosystems to under-represented communities." Journal of Entrepreneurship and Public Policy 8, no. 3 (September 2, 2019): 384–407. http://dx.doi.org/10.1108/jepp-03-2019-0025.

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Purpose Entrepreneurship education has moved from an elitist view focussing on a start-up and picking-the-winners philosophy towards a broader enterprising behaviour approach; recognising entrepreneurship as an activity of relevance for everybody. The purpose of this paper is to extend this development and identify how university entrepreneurial ecosystems can be expanded to support communities that are under-represented in entrepreneurship. Design/methodology/approach Based on an integrative literature review (Torraco, 2005), this paper draws together and synthesises literature from the field of entrepreneurship, higher education studies and under-represented communities in an integrated fashion, leading to the development of a new conceptual model. Findings This paper challenges the traditional role of universities in supporting entrepreneurship as focussing mainly on economic growth and new venture creation, and identifies how universities are also positioned to provide greater civic support to entrepreneurial learning amongst under-represented communities. Through a critical analysis of the literature, the conceptual model proposed identifies six key considerations in the expansion of university entrepreneurial ecosystems for under-represented communities. Practical implications There are currently 96.6m people at risk of poverty and social exclusion in the EU (OECD, 2017) and an estimated 43.1m Americans (US Census Bureau, 2017). This paper explores how university entrepreneurial ecosystems can be expanded to support minority and disadvantaged communities who are under-represented in terms of entrepreneurial activity. Originality/value Given that there is little research regarding how universities might activate inclusive entrepreneurship initiatives amongst under-represented communities, this paper expands existing knowledge as it identifies the key considerations encompassing university-led community collaborative enterprise support.
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Landgrave, Michelangelo. "Cooling publication fever in under-represented graduate students." Nature Human Behaviour 3, no. 10 (October 2019): 1019. http://dx.doi.org/10.1038/s41562-019-0676-5.

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Dissertations / Theses on the topic "Under-represented"

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Pino, Francisco J. "Three essays on the political economy of under-represented groups." Thesis, Boston University, 2012. https://hdl.handle.net/2144/31595.

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Thesis (Ph.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This dissertation examines determinants of political representation of two specific groups that have been historically under-represented in the Chilean political system women and supporters of extreme parties. It also studies the effect of disagreement among elite groups on internal conflict in the Papal States. The first chapter explores gender bias in voting. By exploiting the unique institution of gender-segregated voting booths in Chile, I find evidence of a small but significant negative gender bias: women are less likely than men to vote for female candidates. This decomposes into a positive gender bias among center-left voters and a negative gender bias among center-right voters. Roll-call voting data show that elected female politicians in the center-right coalition deviate from the party line by taking a stronger pro-female stance on social issues such as health, family, education and justice. Women voters penalize center-right female legislators who deviate from the party line, but reward those who deviate on social issues. Hence women rather than men exhibit a bias against women candidates, which cannot be accounted for by the policy positions of elected women. The results provide evidence against commonly held beliefs concerning the nature of gender bias amongst voters. Moreover, increased representation of women would likely lead to more pro-women policies being implemented. The second chapter examines whether supporters of small extreme parties vote strategically, by exploiting unique features of the electoral system in congressional elections (commonly known as binominal). I find that having an election close to a doubling threshold significantly decreases the vote share of small coalitions. This is accounted mainly by supporters of small right-wing coalitions shifting their vote to the center-right when the center-left is close to the doubling threshold. The third chapter (with Jordi Vidal-Robert) exploits data from papal conclaves to analyze how disagreement among the cardinals shaped conflict within the Papal States in 1295-1878. Our finding is that polarization (rather than fractionalization) increases both the likelihood of an internal conflict as well as its intensity. This provides support to recent theories concerning determinants of ethnic and political conflict
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Tucker, Tammy Newman Tunks Jeanne L. "Searching for hidden treasure the identification of under-represented gifted and talented students /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9020.

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Tucker, Tammy Newman. "Searching for hidden treasure: The identification of under-represented gifted and talented students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9020/.

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The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the beginning and end of the training and in the fall. Two Levels of Use interviews were also conducted, one in the fall and one in the spring. Innovation configurations were developed utilizing interview results. A repeated measures analysis of variance was conducted to determine differences in concerns of teachers over time. The results revealed growth, however, not of a significant level. A paired-samples t-test was conducted to determine differences in levels of use of the instructional strategies presented in the training. Again, results revealed growth in classroom application of strategies; however, the amount of growth was not significant. A paired-samples t-test was conducted on the components of the innovation configurations. Differentiated instruction was not significantly different, however, grouping strategies and student products showed significant growth in classroom application. Student nomination and identification data were analyzed across six ethnicities: White not economically disadvantaged, White economically disadvantaged, Hispanic not economically disadvantaged, Hispanic economically disadvantaged, African American not economically disadvantaged, and African American economically disadvantaged. Chi-square analyses determined statistical significance in nominations of Hispanic economically disadvantaged and African American not economically disadvantaged. Significant differences in placement of students occurred in White economically disadvantaged and Hispanic economically disadvantaged groups. No Hispanic not economically disadvantaged students met placement criteria.
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Mathekga, Abbey Mokwape. "Towards widening access to underrepresented groups in the biological sciences : a case study of the University of Pretoria." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24039.

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Since the dawn of democracy in South Africa, significant progress has been made with regards to access to higher education. However, widening participation to under-represented groups in science and technology fields, with special reference to Biological Sciences, still remains a challenge. Despite the growing number of black students in this programme, there is still a substantial gap in terms of the enrolment numbers of student from this racial group in the Biological Sciences. This research is a case study carried out in the faculty of Natural and Agricultural Sciences at the University of Pretoria, which is a historically white institution with a strong Afrikaans culture. The study used Osborne and Gallacher’s (2004) framework of getting in and getting through to explore access policy at this institution in relation to widening participation in Biological Sciences. The findings showed that, while there has been progress with regards to physical and epistemological access, getting in to Biological Sciences still proves difficult to attain, especially for black male students from under-represented groups, including those from township and rural areas. The challenges related to getting in are compounded by various factors. These include inadequate preparation of learners for university studies such as limited preparation for natural science studies, limited exposure to science laboratories, inadequate career guidance resulting in wrong subject mix, late submission of application forms and the ‘walk–in’ phenomenon. Funding is crucial for facilitating access to Biological Sciences but it is hard to come by and insufficient for students from low socioeconomic groups. The government initiated funding have potential to help needy students with talent but it is not sufficient to cover both tuition and residence fees. In addition to the financial assistance that the university offers, it also provides a strong academic and psychosocial support to students, particularly in first year in Biological Sciences. Both academic and psychosocial support are factors enabling access and widening participation in Biological Sciences. They also underpin getting through. However, students in residences tend to benefit more from these support initiatives.
Thesis (PhD)--University of Pretoria, 2012.
Education Management and Policy Studies
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Hehir, Sylvia. "Writing characters from under-represented communities : a perspective from an emerging young adult fiction writer." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30716/.

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The category of young adult (YA) fiction encompasses a wide range of genres; but despite this generic diversity, it has so far failed to represent the full range of communities that make up contemporary British society. Discussions are ongoing between professionals in the publishing industry and campaigning individuals and organisations who are aiming to redress this imbalance. Writers making new work are in a position to help effect a change, but acknowledging and responding to the call for inclusion can be far from straightforward, with questions being raised such as: ‘how far can a writer stray from their own lived experience?’ and ‘how can a writer avoid tokenism or cultural appropriation when writing for inclusion?’ This thesis consists of a new YA contemporary novel, Sea Change, and an accompanying critical essay, which reflects on the challenges I encountered while aiming to write for inclusion. Set in the Scottish Highlands, Sea Change is a contemporary YA crime novel, in which the world of the sixteen-year-old protagonist, Alex, is thrown into turmoil when he discovers a dead body next to his fishing boat. The decisions Alex makes following this discovery set in motion the plot of the story. The narrative, as it unfolds, facilitates the exploration of themes frequently associated with adolescence, such as friendship, risk-taking and the maturation into an adult identity, along with themes specifically linked to Alex’s status as a member of marginalised communities because of his sexuality and social class, such as prejudice, acute stress brought on by economic pressure, and low self-esteem. This thesis, then, reviews the opinions and recommendations being expressed by campaigners for greater diversity, and exposes the uncertainties and challenges a writer faces when aiming to write for inclusion.
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Baker, Zoe Sarah. "'Making their way' : the Higher Education decision-making and choices of under-represented Further Education students in England." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/17897/.

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Existing research has largely provided attention to the HE decision-making and choices of students embarking on their post-16 studies in sixth forms and 11-18 comprehensives, with relatively little attention paid to those in Further Education (FE). This doctoral thesis addresses knowledge gaps in our understanding of underrepresented FE students’ higher education (HE) decision-making and choices, paying particular attention to the reasons and influences informing these over the course of their post-16 studies. I question whether FE students approach their HE decisions and choices as individualised, or whether they are mediated by structural limitations, given the emphasis on students making the ‘right’ choices for themselves (BIS, 2011). To explore these research questions, I conducted a qualitative longitudinal narrative inquiry over a 16-18 month period with FE students in England, using a combination of paper and audio diaries, individual semi-structured interviews and focus groups. Applying Archer’s (2003, 2007, 2012) reflexive modalities, along with Bourdieu’s (1986) forms of capital to participants’ narratives facilitated the identification of enablements and constraints as well as different responses to structure, action and social mobility in their HE decision-making and choices. Numerous reasons and influences were identified, such as the influence of ‘known others’, biographical experiences, intrinsic interests, instrumental rationality, emotional investment in HEIs, attainment and competition, which varied in intensity for individual participants over time. This was also the case for structural constraints, namely an absence of economic capital, which students appeared to realise over time. Participants’ responses to reasons, influences and structural constraints were complex and influenced by their personal projects and reflexive modes. Where individualised approaches to choice-making were identified, these were thwarted by unnegotiable constraints, which were ‘masked’ by changes in reflexivity. WP programmes and initiatives acted as an enablement in aiding some participants to overcome constraints. Yet, only a minority of participants were involved in such programmes. These findings collectively convey that the majority of participants were unable to go where they preferred in their HE decisions, and, instead, had to decipher the ‘reasonable’ option when constraints related to economic capital were realised.
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M'Enesti, Milan. "Gauging Community Support for a Bilingual Two-Way Immersion Program for K-8 Students Using Under-Represented Languages." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23914.

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This application is for the U.S. Department of Education’s Education Innovation and Research Program to secure funding for a market analysis to gauge the interest of Portland, Oregon parents for opening a two-way immersion (TWI) Romanian-American bilingual public charter school. Initial conversations with members of the Romanian community in the Portland area indicate that such interest may exist. A formal survey of that community has not yet been conducted to firmly establish the potential market for such a school. Moreover, there is evidence to document that such an educational option could increase the academic achievement of English Language Learners from Underrepresented Languages (ELL-UL). Some English Language Learners (ELL) face great academic challenges in today’s public educational system which may be masked within the larger ELL population. First generation Romanian children, as ELL students, are represented across the Portland metropolitan area. Although their presence is pervasive, they constitute only a small proportion of all students (2.4 percent of all students in one district). Because of the low incidence of Romanian students, and the fact they are enrolled in schools across a broad geographical area, practical barriers prohibit their participation in bilingual education programs compared to students from well-represented cultures and languages (e.g., Spanish). This project will conduct a market analysis to gauge the Portland Romanian community’s interest in opening a bilingual two-way immersion (TWI) public charter school, embracing both the Romanian culture and language. By documenting this interest, a clear direction and structure for such a school will be established, which should foster the academic success for children of Romanian heritage.
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Olsen, Lynette. "Comparison of the Influence of Various Information Sources on the College Choice of Students Within a Variety of Postsecondary Institutions." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194230.

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This study examined the use of information sources in college choice processing of historically-under-represented students from four different types of colleges who traditionally have not been studied in previous research. Historically under-represented types of students included students who were older than 24 years of age, African-Americans, Latinos, and low SES. The four types of colleges included a traditional public university, public community college, proprietary university, and proprietary college. Students from similar college programs of study were surveyed regarding their demographics to determine their categorization as historically under-represented and their use of information sources. Administrators from the selected colleges were interviewed and surveyed. Five students from each college were then interviewed. While most college choice processing research and the development of models are based on traditional college students, this study demonstrated that historically under-represented students generally utilize information sources and perform their college choice processing differently from traditional college students. These differences question the applicability of college choice processing models, such as Hossler and Gallagher's three stage model, without revisions. These revisions include redefinition of the stages and how they are executed in order to embrace the lack of college choices of historically under-represented students due to their lack of college informational motivators. The use of alternate information sources by historically-under-represented students and their motivational impact that differ from those utilized by traditional college students demonstrated the need to employ these sources within traditional colleges in order to increase college access for historically-under-represented students. This includes the utilization of non-traditional college informational motivators, such as the media, spouses, employers, and children, access to college informational motivators for students and their parents at all levels of schooling, and greater college access for older adults/parents. This study provided evidence that historically-underrepresented students still experience deficiencies in their access to college due to their lack of access to traditional information sources and their resulting compensation by utilizing alternative sources which were motivational as well as informational.
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Opyd, Dorota. "Why are women under-represented in the British House of Commons and the Sejm of the Republic of Poland?" Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2036183/.

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This study explores the reasons for gender inequality in the lower chambers of the British and Polish Parliaments. The barriers to women’s political advance are investigated through elite interviews with women MPs with the aim of identifying and exploring the socio-cultural, socio-economic and structural factors which account for gender imbalance in national parliaments. The research examines these factors from the perspectives of those most involved: the women MPs. Through qualitative, semi-structured interviews, I examine the similarities and differences in the views of women politicians from countries with different electoral systems, contrasting models of equality guarantees and different historical and democratic cultures. The findings from the study illustrate the impact of cultural stereotypes on women who seek to join the political arena, the influence that media bias in the representation of women’s political activity has on female politicians and the extent of the restrictions associated with a male dominated environment. This research also addresses structural difficulties such as electoral systems and different types of equality provisions introduced in each country to help women parliamentary candidates. In addition, this study provides some indication of the way forward for the achievement of gender parity. The results provide clear support for the argument that gender balance cannot be achieved without challenging stereotypes and, most of all, without introducing measures to educate young girls on political careers. Within the same context, the biases of the media in promoting gender stereotypes and the untouchable power of social media have been identified. The findings also suggest a need to re-think the use of gender quotas, supporting these as a short-term solution but resisting the involvement of governments in gender equality issues, indicating that this should be dealt with by the political parties. The thesis also offers insights into the importance of behavioural patterns that men and women in power have learned though their socialisation, an issue largely missed in the existing literature.
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Souto, Matilde Lino Meyrelles do. "Inclusão e diversidade em Portugal : análise da discrepância salarial e grupos sub-representados." Master's thesis, Instituto Superior de Economia e Gestão, 2020. http://hdl.handle.net/10400.5/20779.

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Mestrado em Gestão de Recursos Humanos
O objetivo do presente estudo é estudar se existem indícios de práticas discriminatórias em relação a determinados grupos minoritários ou sub-representados. Para tal, procedeu-se à analise da prática de discriminação através da verificação de dois fenómenos dela constituintes, a sub-representação e a discrepância salarial, em três setores diferentes, numa tentativa de traçar algumas conclusões sobre o grau discriminatório existente em cada uma destas indústrias, ao mesmo tempo que se estabeleceram comparações ou relações com o seu nível de contribuição para com a geração de emprego em Portugal e com o nível de inclusão praticado por cada um destes setores no plano mundial, fundamentados na literatura. Para isso, foram requisitados ao Gabinete de Estratégia e Planeamento do Ministério do Trabalho, Solidariedade e Segurança Social (GEP/MTSSS) dados sobre a Secção I (Alojamento, restauração e similares), a K (Atividades financeiras e de seguros) e a M (Atividades de consultoria, científicas, técnicas e similares), pertencentes ao CAE (Código de Atividade Económica), em 2018, que foram analisados através do Microsoft Excel e do SPSS. Este estudo permitiu, desta maneira, concluir que, relativamente a estas três indústrias em Portugal, a Secção K (Atividades financeiras e de seguros) constitui-se como a mais inclusiva, na medida em que se verifica nela uma menor prática das duas formas de discriminação em análise, sendo seguida pela Secção M (Atividades de consultoria, científicas, técnicas e similares) e, por fim, pela I (Alojamento, restauração e similares).
The aim of this study is to analyze whether there are indications of discriminatory practices in relation to certain minority or underrepresented groups. For this, the practice of discrimination was analyzed through the verification of two phenomena considered as that, being those the underrepresentation of groups and wage discrepancy, in three different sectors, in an attempt to draw some conclusions about the level of discrimination that exists in each one of these industries. At the same time, some comparisons were established relations with their level of contribution to job creation in Portugal and with the level of inclusion practiced by each one of these sectors in the world, based on the literature. For this, data from Section I (Accommodation, catering and similar), K (Financial and insurance activities) and M (Consulting, scientific, technical and similar activities), belonging to CAE (Economic Activity Code), from 2018, were requested from GEP/ MTSSS (Gabinete de Estratégia e Planeamento/Ministério do Trabalho, Solidariedade e Segurança Social), which were then analyzed through Microsoft Excel and SPSS. This study allowed to conclude that, for these three industries in Portugal, Section K (Financial and insurance activities) constitutes the most inclusive, as there is less practice of the two forms of discrimination under analysis, followed by Section M (Consulting, scientific, technical and similar activities) and, finally, by I (Accommodation, catering and similar).
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Books on the topic "Under-represented"

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Woodrow, Maggie. Access for under-represented groups. Strasbourg: Council of Europe, 1995.

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Victoria. Office of the Auditor-General. Represented persons, under State Trustees' administration. Melbourne, Victoria: Auditor-General of Victoria, 2000.

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Increasing accessibility to Advanced education for under-represented Albertans. Edmonton, AB: Alberta Education, 2005.

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Cardak, Buly A. Why are high ability individuals from poor backgrounds under-represented at university? [Bundoora, Vic.]: La Trobe University, School of Business, 2006.

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Ramdhanie, Erica. Are women under represented on grant aided voluntary sector management committees in Sandwell?. Birmingham: University of Central England in Birmingham, 1995.

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Kishbaugh, Tara L. S., and Stephen G. Cessna, eds. Increasing Retention of Under-Represented Students in STEM through Affective and Cognitive Interventions. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1301.

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Crosier, David. Access to higher education in Europe for under-represented groups: A European Access Network handbook. London: European Access Network, 1994.

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Yuen, Timothy T., Emily P. Bonner, and María G. Arreguín-Anderson, eds. (Under)Represented Latin@s in STEM. Peter Lang US, 2018. http://dx.doi.org/10.3726/b13022.

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Great Britain. Further Education Unit. and Cambridge Training and Development Ltd., eds. Information technology and the wasted resource: IT and under-represented learners. London: Further Education Unit, 1988.

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D, Beswick A., and National Co-ordinating Centre for HTA (Great Britain), eds. Provision, uptake and cost of cardiac rehabilitation programmes: Improving services to under-represented groups. Tunbridge Wells: Gray Publishing on behalf of NCCHTA, 2004.

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Book chapters on the topic "Under-represented"

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Ortiz-Walters, Rowena, and Lucy L. Gilson. "Mentoring Programs for Under-Represented Groups." In The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring, 266–82. Oxford, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118326459.ch14.

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Tshewang, Ugyen, Michael Charles Tobias, and Jane Gray Morrison. "Conservation for Food Security and Under-Represented Microbes." In Bhutan: Conservation and Environmental Protection in the Himalayas, 345–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57824-4_9.

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Tirkkonen-Condit, Sonja. "Unique items — over- or under-represented in translated language?" In Translation Universals, 177–84. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/btl.48.14tir.

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Tshewang, Ugyen, Michael Charles Tobias, and Jane Gray Morrison. "Conservation Strategy of Threatened and Under-Represented Mammalian Species." In Bhutan: Conservation and Environmental Protection in the Himalayas, 279–302. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57824-4_6.

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Tshewang, Ugyen, Michael Charles Tobias, and Jane Gray Morrison. "Conservation of Threatened and Under-Represented Species of Plants." In Bhutan: Conservation and Environmental Protection in the Himalayas, 303–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57824-4_7.

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Owens, Justin M., Michael Clamann, David Aylor, Stacy A. Balk, Jana Lynott, Maya Pindeus, Amy Rosepiler, Lauren Silverstein, and Francis Gemperle. "Automated Vehicles & Vulnerable Road Users: Representing the Under-Represented." In Road Vehicle Automation 7, 97–107. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52840-9_10.

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Stevenson, Colin J. "Sustainable Development Issues in Shipping: Women, the Under-Represented Human Resource." In Maritime Women: Global Leadership, 255–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-45385-8_19.

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Tshewang, Ugyen, Michael Charles Tobias, and Jane Gray Morrison. "Gap Analysis of Threatened, Rare, and Under-Represented Species in Bhutan." In Bhutan: Conservation and Environmental Protection in the Himalayas, 199–278. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57824-4_5.

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Michalos, Alex C., and Julie Anne Orlando. "Quality of Life of Some Under-Represented Survey Respondents: Youth, Aboriginals and Unemployed." In Connecting the Quality of Life Theory to Health, Well-being and Education, 255–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51161-0_11.

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Mai, Dominic, Thorsten Schmidt, and Hans Burkhardt. "Robust Identification of Locally Planar Objects Represented by 2D Point Clouds under Affine Distortions." In Lecture Notes in Computer Science, 91–100. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15986-2_10.

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Conference papers on the topic "Under-represented"

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Fowler, Allan, and Ian Schreiber. "Engaging under-represented minorities in STEM through game jams." In ICGJ: Second International Conference on Game Jams, Hackathons and Game Creation Events 2017. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3055116.3055120.

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Yin, Xi, Xiang Yu, Kihyuk Sohn, Xiaoming Liu, and Manmohan Chandraker. "Feature Transfer Learning for Face Recognition With Under-Represented Data." In 2019 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2019. http://dx.doi.org/10.1109/cvpr.2019.00585.

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Fangpeng, Lan, and Deng Jing. "Organization of Case Base Represented with XML under Quotient Space." In 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.1544.

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Mayhew, Laurel M., Noah D. Finkelstein, Charles Henderson, Mel Sabella, and Leon Hsu. "New Media and Models for Engaging Under-Represented Students in Science." In 2008 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2008. http://dx.doi.org/10.1063/1.3021241.

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Dianat, Pouya. "Interactive teaching methods of optoelectronics for enhancing engagement of under-represented groups." In 15th Conference on Education and Training in Optics and Photonics, ETOP 2019, edited by Anne-Sophie Poulin-Girard and Joseph A. Shaw. SPIE, 2019. http://dx.doi.org/10.1117/12.2523869.

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"Evaluation of a Transdisciplinary Cancer Research Training Program for Under-Represented Minority Students." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4343.

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Aim/Purpose: This paper will describe the initial development of systems to evaluate research education activities of a U.S. academic Partnership to train minority students as cancer researchers and provide preliminary data from monitoring Partnership activities during the first six months. Background: There is increased focus on multidisciplinary/transdisciplinary research training programs. However, few training programs have included detailed evaluations to assess their outcomes and effectiveness. Methods: The Temple University/Fox Chase Cancer Center and Hunter College Regional Comprehensive Cancer Health Disparity Partnership (TUFCCC/HC Cancer Partnership, or the Partnership) is a recently-initiated center focused on training individuals from under-represented minorities (URMs) as cancer researchers. Evaluation of the training activities involves detailed specification of goals for each of the Partnership’s Cores; objectives for addressing each goal; measures and indicators to determine progress towards each objective; and data sources to provide information for the measures/indicators. Contribution: This paper will provide important information for evaluation of training programs focused on students from URM populations and development of transdisciplinary research education programs. Findings: Goals, objectives, measures, and data sources for evaluation of the Partnership’s Research Education Core (REC) were developed jointly by personnel from the REC and the Planning Evaluation Core (PEC) in an iterative process. These measures capture the training activities led by the REC (e.g., number of seminars and workshops), scientific output by trainees (e.g., papers and grants), and ability of the program to meet trainees’ goals and expectations. Recommendations for Practitioners and Researchers: Evaluation plans for transdisciplinary training programs need to be developed prior to program initiation. Evaluation measures should be jointly specified by training and evaluation personnel, then reviewed and revised in an iterative process. Impact on Society: This program is intended to enhance diversity among cancer researchers and increase studies to address disparities in cancer care. Future Research: The PEC will oversee the evaluation of Partnership training activities over the five year period and assist Partnership leaders in ensuring successful outcomes.
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Adebayo, Olufunmilayo O., Emily J. Farrar, Rick Evans, Tyi Lindsey McCray, and Traci Nathans-Kelly. "Empowering early mastery of spatial visualization skills in under represented minority engineering students." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044161.

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Schuhbauer, Heidi, and Patricia Brockmann. "DIGITIZATION OF THE STUDENT LIFE CYCLE TO PROMOTE UNDER-REPRESENTED GROUPS IN STEM SUBJECTS." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911l031.

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Leonard, Kathleen M., and Edgar R. Blevins. "Gearing up for transportation engineering: A summer institute for under-represented middle school students." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418084.

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Nagel, Kristine, Sonal Dekhane, and Nannette Napier. "Can Programming Boot Camp Help Under-represented College Students Succeed in Computing Degrees? (Abstract Only)." In SIGCSE '15: The 46th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2676723.2691859.

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Reports on the topic "Under-represented"

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Noviski, Maya. Supporting Women and Under-Represented Minorities in the Sciences: Implementing Equitable Approaches to Organizational Change. National Institute of Standards and Technology, April 2021. http://dx.doi.org/10.6028/nist.gcr.21-030.

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Turner, Jr, J. C. Programs for attracting under-represented minority students to graduate school and research careers in computational science. Final report for period October 1, 1995--September 30, 1997. Office of Scientific and Technical Information (OSTI), October 1997. http://dx.doi.org/10.2172/763986.

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Turner, James C. Jr, Thomas Mason, and Bruno Guerrieri. Programs for attracting under-represented minority students to graduate school and research careers in computational science. Final report for period October 1, 1995 - September 30, 1997. Office of Scientific and Technical Information (OSTI), October 1997. http://dx.doi.org/10.2172/764609.

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Deal, Jennifer, Cathleen Clerkin, and Sophia Zhao. Ready to R.I.S.E. Insights from: 300 Women Leaders, 5 Women’s Leadership Innovation Labs, 3 Continents, 1 Diverse World. Center for Creative Leadership, 2018. http://dx.doi.org/10.35613/ccl.2018.2051.

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" There is increasing awareness worldwide that women leaders are critical for organizational success. However, women are still under-represented in senior positions, and talented women seem to “leak” from the pipeline. Learn about our call to action to help women RISE."
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Almeida, Juliana, and Rossemary Yurivilca. 2020 IDB Climate Finance. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003253.

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Under the current IDBG Corporate Results Framework (CRF) 2020-2023 (https://crf.iadb.org/en), the IDB committed to reach 30% of the total amount approved (including all lending operations) of climate finance during this period. In 2020, the IDB Group - composed of the IDB, IDB Lab (formerly the Multilateral Investment Fund) and IDB Invest - approved US$3.9 billion in climate finance as per the MDB climate finance tracking methodology. This resource is aimed at development activities carried out by the public and private sectors that reduce greenhouse gas (GHG) emissions and thus mitigate climate change, and/or that reduce vulnerability to climate change and contribute to an adaptation process. This amount represented 19.5% of the IDB Groups total approved amount for 2020. The IDB only climate finance in 2020 was 15%, equivalent to US$ 2 billion. If the COVID-19 related investments are excluded, the IDB climate finance reached 30%. Changes in demand from countries to respond to the pandemic affected the overall climate finance results by shifting the priority to social and fiscal sectors and to projects that could provide faster liquidity.
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Nishimura, Masatsugu, Yoshitaka Tezuka, Enrico Picotti, Mattia Bruschetta, Francesco Ambrogi, and Toru Yoshii. Study of Rider Model for Motorcycle Racing Simulation. SAE International, January 2020. http://dx.doi.org/10.4271/2019-32-0572.

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Various rider models have been proposed that provide control inputs for the simulation of motorcycle dynamics. However, those models are mostly used to simulate production motorcycles, so they assume that all motions are in the linear region such as those in a constant radius turn. As such, their performance is insufficient for simulating racing motorcycles that experience quick acceleration and braking. Therefore, this study proposes a new rider model for racing simulation that incorporates Nonlinear Model Predictive Control. In developing this model, it was built on the premise that it can cope with running conditions that lose contact with the front wheels or rear wheels so-called "endo" and "wheelie", which often occur during running with large acceleration or deceleration assuming a race. For the control inputs to the vehicle, we incorporated the lateral shift of the rider's center of gravity in addition to the normally used inputs such as the steering angle, throttle position, and braking force. We compared the performance of the new model with that of the conventional model under constant radius cornering and straight braking, as well as complex braking and acceleration in a single (hairpin) corner that represented a racing run. The results showed that the new rider model outperformed the conventional model, especially in the wider range of running speed usable for a simulation. In addition, we compared the simulation results for complex braking and acceleration in a single hairpin corner produced by the new model with data from an actual race and verified that the new model was able to accurately simulate the run of actual MotoGP riders.
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Sheridan, Anne. Annual report on migration and asylum 2016: Ireland. ESRI, November 2017. http://dx.doi.org/10.26504/sustat65.

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The Annual Report on Migration and Asylum 2016 provides an overview of trends, policy developments and significant debates in the area of asylum and migration during 2016 in Ireland. Some important developments in 2016 included: The International Protection Act 2015 was commenced throughout 2016. The single application procedure under the Act came into operation from 31 December 2016. The International Protection Office (IPO) replaced the Office of the Refugee Applications Commissioner (ORAC) from 31 December 2016. The first instance appeals body, the International Protection Appeals Tribunal (IPAT), replacing the Refugee Appeals Tribunal (RAT), was established on 31 December 2016. An online appointments system for all registrations at the Registration Office in Dublin was introduced. An electronic Employment Permits Online System (EPOS) was introduced. The Irish Short Stay Visa Waiver Programme was extended for a further five years to October 2021. The Second National Action Plan to Prevent and Combat Human Trafficking was published. 2016 was the first full year of implementation of the Irish Refugee Protection Programme (IRPP). A total of 240 persons were relocated to Ireland from Greece under the relocation strand of the programme and 356 persons were resettled to Ireland. Following an Oireachtas motion, the Government agreed to allocate up to 200 places to unaccompanied minors who had been living in the former migrant camp in Calais and who expressed a wish to come to Ireland. This figure is included in the overall total under the IRPP. Ireland and Jordan were appointed as co-facilitators in February 2016 to conduct preparatory negotiations for the UN high level Summit for Refugees and Migrants. The New York Declaration, of September 2016, sets out plans to start negotiations for a global compact for safe, orderly and regular migration and a global compact for refugees to be adopted in 2018. Key figures for 2016: There were approximately 115,000 non-EEA nationals with permission to remain in Ireland in 2016 compared to 114,000 at the end of 2015. Net inward migration for non-EU nationals is estimated to be 15,700. The number of newly arriving immigrants increased year-on-year to 84,600 at April 2017 from 82,300 at end April 2016. Non-EU nationals represented 34.8 per cent of this total at end April 2017. A total of 104,572 visas, both long stay and short stay, were issued in 2016. Approximately 4,127 persons were refused entry to Ireland at the external borders. Of these, 396 were subsequently admitted to pursue a protection application. 428 persons were returned from Ireland as part of forced return measures, with 187 availing of voluntary return, of which 143 were assisted by the International Organization for Migration Assisted Voluntary Return Programme. There were 532 permissions of leave to remain granted under section 3 of the Immigration Act 1999 during 2016. A total of 2,244 applications for refugee status were received in 2016, a drop of 32 per cent from 2015 (3,276). 641 subsidiary protection cases were processed and 431 new applications for subsidiary protection were submitted. 358 applications for family reunification in respect of recognised refugees were received. A total of 95 alleged trafficking victims were identified, compared with 78 in 2015.
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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