Literacy: a sustainable justice tool for refugee emancipation

2019 ◽  
Vol 7 (3) ◽  
pp. 447-454 ◽  
Author(s):  
Shirley Worland
Keyword(s):  
United Nations ◽  
Adult Literacy ◽  
Developmental Model ◽  
Border Zone ◽  
Refugee Camps ◽  
Ongoing Research ◽  
Grass Roots ◽  
Resilient Communities ◽  
Research Findings ◽  
Changing Times

This article relates to ongoing research that began in 2012, which first explored the related meanings attached to the dual constructs of literacy/non-literacy and the development of displaced Karen living in refugee camps and villages along the Thai‐Myanmar border zone. The research expanded to a participatory community developmental model to develop, implement and evaluate adult literacy programmes aiming at emancipating refugees to be active participants in the current United Nations High Commission for Refugees roadmap for repatriation to their homeland, Myanmar. Research findings demonstrate the value of grass-roots adult literacy programmes to achieve sustainable justice, emancipating refugees to confidently build more resilient communities in these changing times.

scholarly journals IMMERSION FOR MOBILIZATION: USE OF 360-DEGREE VIDEOS AND VIRTUAL REALITY IN PUBLIC ADMINISTRATION

2020 ◽  
Vol 6 (1) ◽  
pp. 32-38
Author(s):  
Hélio Lemes Costa Júnior ◽  
Letícia Almeida Amaral
Keyword(s):  
Virtual Reality ◽  
United Nations ◽  
Public Administration ◽  
Theoretical Basis ◽  
Technological Innovations ◽  
Refugee Camps ◽  
Ongoing Research ◽  
Syrian Refugee ◽  
Current State ◽  
State Of Research

Purpose of the study: The article presents ongoing research that experiments the use of technological innovations in public administration. The hypothesis is that technologies can promote mobilization through immersion in virtual reality. Methodology: The technologies chosen were the videos produced in 360-degree cameras and virtual reality glasses, to bring public policymakers closer to the realities that such policies will address. Main Findings: This paper presents the theoretical basis, techniques and methodologies used to achieve the objectives and the current state of research, allowing new suggestions from academic and scientific peers to contribute to the improvement of this work. Implications: This study was based on UN (United Nations) experiences in trying to raise funds for Syrian refugee camps in Jordan.

The Palestinian Refugee Camps In Jordan: Between National Identity and Socio-economic Integration

2004 ◽  
Vol 2 (2) ◽  
pp. 198-221 ◽  
Author(s):  
Ala Al-Hamarneh
Keyword(s):  
United Nations ◽  
Collective Memory ◽  
Economic Integration ◽  
Refugee Camps ◽  
Spatial Integration ◽  
Political Activities ◽  
Cultural Traditions ◽  
The Past ◽  
Distinct Character ◽  
Palestinian Refugee

At least 50 per cent of the population of Jordan is of Palestinian origin. Some 20 per cent of the registered refugees live in ten internationally organized camps, and another 20 per cent in four locally organized camps and numerous informal camps. The camps organized by the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) play a major role in keeping Palestinian identity alive. That identity reflects the refugees' rich cultural traditions, political activities, as well as their collective memory, and the distinct character of each camp. Over the past two decades integration of the refugees within Jordanian society has increased. This paper analyses the transformation of the identity of the camp dwellers, as well as their spatial integration in Jordan, and other historical and contemporary factors contributing to this transformation.

scholarly journals Designing Work with People Living with Dementia: Reflecting on a Decade of Research

2021 ◽  
Vol 18 (22) ◽  
pp. 11742
Author(s):  
Paul A. Rodgers
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Cultural Development ◽  
General Assembly ◽  
International Human Rights Law ◽  
Ongoing Research ◽  
Right To Work ◽  
Health And Social Care ◽  
The United Nations ◽  
The Right

The United Nations Universal Declaration of Human Rights is widely acknowledged as a landmark document in the history of human rights. Drafted by representatives from all over the world, the declaration was proclaimed by the United Nations General Assembly in Paris on 10 December 1948 (General Assembly resolution 217 A) as a common standard for all peoples and all nations. The declaration sets out a series of articles that articulate a number of fundamental human rights to be universally protected. Article 23 of the declaration relates to the right to work and states that people have a human right to work, or engage in productive employment, and may not be prevented from doing so. The right to work is enshrined in international human rights law through its inclusion in the International Covenant on Economic, Social and Cultural Rights, where the right to work emphasizes economic, social and cultural development. This paper presents ongoing research that highlights how a disruptive co-design approach contributes to upholding UN Article 23 through the creation of a series of innovative working practices developed with people living with dementia. The research, undertaken in collaboration with several voluntary and third sector organizations in the UK, looks to break the cycle of prevailing opinions, traditional mindsets, and ways-of-doing that tend to remain uncontested in the health and social care of people living with dementia. As a result, this research has produced a series of innovative work opportunities for people living with dementia and their formal and informal carers that change the perception of dementia by showing that people living with dementia are capable of designing and making desirable products and offering much to UK society after diagnosis. In this ongoing research, the right to continue to work for people living with dementia post-diagnosis in creative and innovative ways has clearly helped to reconnect them to other people, helped build their self-esteem, identity and dignity and helped keep the person with dementia connected to their community, thus delaying the need for crisis interventions. This paper reports on a series of future work initiatives for people living with dementia where we have used design as a disruptive force for good to ensure that anyone diagnosed with dementia can exercise their right to work and engage in productive and rewarding employment.

Moving Research into Practice: Can We Make Dissemination Stick?

2013 ◽  
Vol 79 (2) ◽  
pp. 163-180
Author(s):  
Bryan G. Cook ◽  
Lysandra Cook ◽  
Timothy J. Landrum
Keyword(s):  
Special Education ◽  
Education Research ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Ongoing Research ◽  
What Works ◽  
Effective Dissemination ◽  
Research Findings ◽  
Practice Gap ◽  
Traditional Approaches

Although researchers in special education have made significant advances in defining and identifying evidence-based practices, scholars often constitute an insular group that disseminates research findings primarily through outlets and venues targeting like-minded researchers using traditional approaches. Thus, despite tangible results in determining what works, using dissemination approaches that fail to resonate with or influence practitioners represents an important but often overlooked contributor to the ongoing research-to-practice gap in special education. The authors argue that empirical and theoretical literature outside of special education may offer insight into how ideas take hold, which may be especially relevant to the effective dissemination of evidence-based practices. Drawing on Heath and Heath's (2008) model, the authors describe 6 characteristics of messages that are likely to “stick”: (a) simple, (b) unexpected, (c) concrete, (d) credible, (e) emotional, and (f) stories. The authors consider each in terms of implications for dissemination of special education research findings, and urge special education researchers to consider researching, refining, and applying dissemination strategies that can make special education research matter on a broader scale.

Active Learning and Disaster Risk Reduction

2018 ◽  
pp. 166-189
Author(s):  
LaMesha Lashal Craft
Keyword(s):  
Social Media ◽  
United Nations ◽  
Risk Reduction ◽  
Disaster Preparedness ◽  
Disaster Risk Reduction ◽  
Disaster Risk ◽  
Media Technology ◽  
Resilient Communities ◽  
The United Nations ◽  
Social Media Technology

The author provides a robust discussion of an ethnographic case study to facilitate creative thinking about how to use communications and social media technology to build resilience and improve citizen disaster preparedness through a “Be Ready” trivia campaign. This research can inform strategies to achieve several of the United Nations Sustainable Development Goals (SDGs) as well as the United Nations Office for Disaster Risk Reduction's Sendai Framework for Disaster Risk Reduction (SFDRR). Future research directions include a new community resilience index that measures citizens' use of communications and social media technology. Implications for social change include raising the level of public awareness and facilitating a means to improve personal responsibility for disaster preparedness through low cost education programs. This could improve efforts by government and non-government organizations to improve disaster risk reduction; increase access to information and communication technology; increase disaster emergency planning and response; and build resilient communities.

Language acquisition research and the language teacher

1981 ◽  
Vol 4 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Barbara J. Gadalla
Keyword(s):  
Language Acquisition ◽  
Developmental Model ◽  
Older Children ◽  
Teaching Sequence ◽  
Empirical Basis ◽  
Age Related ◽  
Order Constraint ◽  
Research Findings ◽  
Classroom Presentation ◽  
Order Of Presentation

Selected language acquisition research findings are examined in light of the language teacher's daily needs. Research results are reported that provide an empirical basis for selecting and grading materials, determining skills to be taught and their order of presentation, deciding on classroom presentation and procedures, and formulating evaluation instruments. Acquisition ordering relationships are shown to have a bearing on teaching sequence; that such a sequence should provide for a number of grammatical, semantic, and length constraints and a skills order constraint. In addition, the research provides support for a developmental model of learning, stressing the need for a variety of approaches and supporting a cognitively-based orientation for older children and adults. Other age-related variables are considered and their pedagogical consequences are reviewed.

Addressing the Needs of Vulnerable Refugees

2020 ◽  
Vol 51 (4) ◽  
pp. 282-289
Author(s):  
Imelda Mary Graham
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Well Being ◽  
Refugee Camps ◽  
Rehabilitation Professionals ◽  
High Commissioner ◽  
The United Nations ◽  
Justice Practice ◽  
European Situation ◽  
The Impact

In recent times there has been a large increase in the numbers of people who are refugees1 seeking asylum, safety, and a secure future in countries across the globe. The countries to which they seek to gain access have often placed barriers to their arrival, sometimes overwhelmed by the numbers. People who have become refugees have the same human rights and basic needs as anyone else. Rehabilitative work is limited in most instances, although if properly addressed would afford most people who are refugees the opportunity to integrate into their new countries, and enable them to contribute in a meaningful manner to that country's well-being and development. Displaced peoples have a broad profile, including people with disabilities, some being acquired on their migration journey. Social justice practice includes addressing the needs of refugees, especially the most vulnerable among them. This article will examine these issues, establishing the context of current displacement, with projected numbers for the future; it will describe and discuss the impact of the difficult journeys undertaken by refugees; and propose the key elements for focus by rehabilitation professionals, particular reference to the European situation, especially that of Greece. The article is based on the author's first-hand experiences while working in European refugee camps, including one specifically for those with disabilities. The article will draw upon information, statistics, and other evidence supporting the issues addressed, including Human Rights Watch; Pew Research Center; Aida: Asylum in Europe Database, the United Nations High Commissioner for Refugees, and the United Nations.

Kinship Care: Supporting Children in Placements with Extended Family and Friends

2001 ◽  
Vol 25 (2) ◽  
pp. 33-41 ◽  
Author(s):  
Bob Broad
Keyword(s):  
Social Services ◽  
Extended Family ◽  
Kinship Care ◽  
Black Children ◽  
Research Project ◽  
Ongoing Research ◽  
Birth Parents ◽  
Policy Context ◽  
Looked After Children ◽  
Research Findings

There is little written about children living in kinship care placements, either generally about the role and work of social services in supporting such placements or specifically about kinship care from carers' and users' perspectives. For a child in need who can no longer live with their birth parents(s), being supported by social services to live with a member of her or his extended family can be another appropriate placement option. Given that a good-sized proportion of looked after children, at least equivalent to those in residential care, are placed with a relative or friend, it is argued here that kinship care merits much more discussion, research and development than has hitherto been the case. Based on an ongoing research project, Bob Broad seeks to begin to redress this balance. After reviewing the kinship care literature, as well as the legislative and policy context, research findings from an ongoing research project are presented. The views of kinship carers are given, which suggest they value the support of social workers and require further support, financial payments, information and recognition from social services. Questions are also raised about the over-representation of black children in such placements.

scholarly journals Escrita e identidades

2010 ◽  
Vol 7 ◽  
pp. 106-118
Author(s):  
Izabel Magalhães
Keyword(s):  
Adult Literacy ◽  
Social Practices ◽  
Work Place ◽  
Identity Change ◽  
Gender Identities ◽  
Research Findings

The focus of this paper is on gender identities at work place adult literacy. Based on the concept of discourse as a crucial dimension of social practices in relation to other dimensions, mainly power, the paper addresses the issue of identity change in past narratives and their recontextualisation associated with work place current demands. The research findings suggest that women and men use different strategies in relation to literacy.

scholarly journals Countering Terrorism Through Multilateralism: Reviewing the Role of the United Nations

2020 ◽  
Vol 8 (1) ◽  
pp. 110-122
Author(s):  
Ayushi Tiwari ◽  
Parimal Kashyap
Keyword(s):  
Cold War ◽  
United Nations ◽  
Policy Changes ◽  
New Era ◽  
Counter Terrorism ◽  
Comprehensive Plan ◽  
History Of ◽  
The United Nations ◽  
Changing Times

The United Nations (UN) came into being after the world had been ravaged by two World Wars and was on the brink of a Cold War. It was uncharted territory, even for a global organisation, to acknowledge the perils of the new era, which were not limited to regional issues but also included territorial and communal tensions, the arrival of full-fledged non- State organisations and an intrinsic link to politics. The UN has witnessed the development of terrorism as a major international issue. Many of its agencies were conceived as part of its counter-terrorism strategy. It has sought the implementation of this strategy on an operational basis worldwide and brought about cooperation, aid and assistance for the same. This article analyses the history of the UN’s role in defining and countering terrorism, along with the reconfiguration of its stance according to the changing times. It lays out various new challenges put forth by terrorism in the 21st century and questions the legitimacy of the UN’s current counter-terrorism strategy. While advocating the necessity of the UN as a guide, a watch dog and an initiator, it highlights the major hurdles in a comprehensive plan of action and suggests a way forward to the revise the perception of the threat and realign the existing institutional efforts and policy changes, as well as highlighting the need to reconfigure the responses and techniques used.

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