scholarly journals A s tudy on new amphibious housing solution for vulnerable communities in Kuttanad

2021 ◽  
Vol 1114 (1) ◽  
pp. 012037
Author(s):  
T S Adithya ◽  
K K Manoj
2020 ◽  
Author(s):  
Cristhian David Morales-Plaza

Guarantee better clinical practices among clinicians who attend NTDs in developing countries as well as provide education in vector control in hotspot vulnerable communities


2018 ◽  
Vol 28 (6) ◽  
pp. 2067-2073
Author(s):  
Iliyan Rizov

The report presents a model for mobile social work with families, which develops in Roma communities (Varna Municipality and Aksakovo Municipality) for 10 years. This model seeks to resolve the problem about inefficiency of institutions in their work to reduce the number of abandoned children and to increase child well-being in vulnerable communities. There are presented specific activities and results, what show a way of support of the process for deinstitutionalization of childcare.


Author(s):  
Munmun De Choudhury

Social media platforms have emerged as rich repositories of information relating to people’s activities, emotions, and linguistic expression. This chapter highlights how these data may be harnessed to reason about human mental and psychological well-being. It also discusses the emergent role of social media in providing a platform of self-disclosure and support to distressed and vulnerable communities. It reflects on how this new line of research bears potential for informing the design of timely and tailored interventions, provisions for improved personal and societal well-being assessment, privacy and ethical considerations, and the challenges and opportunities of the increasing ubiquity of social media.


2021 ◽  
pp. 089484532199323
Author(s):  
Jennifer Wallace Jacoby ◽  
Allegra Corwin-Renner

Early care and education programs like Head Start provide a critical foundation for later achievement for children from vulnerable communities. Notably, recruiting and retaining bilingual teachers is an ongoing struggle for many Head Start agencies. Assistant teachers are more likely to be bilingual than their lead teacher counterparts ( Jacoby, in press ) and are important contributors to a workforce pipeline that diversifies staff. We conducted this qualitative study with 35 assistant teachers to understand how workplace attributes influence satisfaction and job retention in Head Start. Workplace attributes such as wages and support for professional education and those with symbolic value, such as the robustness of the program, both played an important role. We also found that the instrumental-symbolic framework demonstrated utility for understanding how workplace attributes might be leveraged to recruit and retain linguistically and culturally competent teaching staff.


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