4. Perceived Outcomes and Willingness to Retreat among Umbrella Movement Participants

Abstract Education is recognized a human right for all. Though, Indigenous communities do not yet enjoy their full rights to education and are put at risk of losing their Indigenous culture and identity. A new research initiative, holding dialogues discussing the perceived outcomes of quality education in the eyes of several stakeholders, shows that access and retention in equitable and inclusive quality education as described in SDG 4 are highly valued. The research was jointly developed and carried out by researchers and Indigenous communities in 29 countries. Twenty-first century knowledge and skills are crucial for future Indigenous generations to create their livelihood and successfully engage in both Indigenous community life as well as mainstream society. Learning within formal school systems to understand their Indigenous heritage and keep the connection to their environment despite aspiring modern lifestyles, creates relevance which enhances both learning and retention. Beyond twenty-first century competencies, vital elements of education quality seen as relevant for Indigenous youth are aligned with education for sustainable development and applicable for all learners.

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Patient-perceived outcomes in the treatment of stress urinary incontinence: focus on urethral injection therapy

International Urogynecology Journal ◽

10.1007/s00192-006-0148-0 ◽

2006 ◽

Vol 18 (2) ◽

pp. 199-205 ◽

Cited By ~ 15

Author(s):

Christopher R. Chapple ◽

Linda Brubaker ◽

François Haab ◽

Philip van Kerrebroeck ◽

Dudley Robinson

Keyword(s):

Urinary Incontinence ◽

Stress Urinary Incontinence ◽

Injection Therapy ◽

Perceived Outcomes ◽

Urethral Injection Therapy ◽

Urethral Injection

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Perceived outcomes of spiritual healing and explanations - a qualitative study on the perspectives of German healers and their clients

BMC Complementary and Alternative Medicine ◽

10.1186/1472-6882-14-240 ◽

2014 ◽

Vol 14 (1) ◽

Cited By ~ 11

Author(s):

Michael Teut ◽

Barbara Stöckigt ◽

Christine Holmberg ◽

Florian Besch ◽

Claudia M Witt ◽

...

Keyword(s):

Qualitative Study ◽

Spiritual Healing ◽

Perceived Outcomes

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Speak softly and carry a big stick: How contract representatives deal with problems

International Journal of Organization Theory and Behavior ◽

10.1108/ijotb-15-03-2012-b005 ◽

2012 ◽

Vol 15 (3) ◽

pp. 364-382

Author(s):

Dennis M. Daley

Keyword(s):

Regression Analysis ◽

Problem Solving ◽

Successful Completion ◽

High Quality ◽

Contract Termination ◽

Merit Systems Protection Board ◽

Contracting Process ◽

Merit Systems ◽

Perceived Outcomes ◽

The U.S

The contracting process is fraught with difficulties. While successful completion of a contract is the goal, problems and challenges often arise. This requires skills in negotiation or mediation. Dealing with these problems, even if it means recommending contract termination, is part of the job of the contract representatives who oversee the specific projects. Data from the Contracting Officer Representatives survey conducted by the U.S. Merit Systems Protection Board (2005) is used. An index of perceived outcomes (deliverables or services were timely, of high quality, complete, contributed to the agency mission, fair and reasonable, and of good value) was constructed. Roughly, half the respondents indicated that they had had to deal with a problem or challenge. Problem-solving actions (discussions with contactors and other governmental officials, the submission of official documentations, and the recommendation of non-payment or termination sanctions) were submitted to a regression analysis (R2 = .19). From a dozen options, only discussion of the problem with contractors and with their own supervisors along with the recommendation of contract termination registered some meaningful importance (Standardized Betas .1 to .2).

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Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university

Active Learning in Higher Education ◽

10.1177/1469787420908209 ◽

2020 ◽

pp. 146978742090820 ◽

Cited By ~ 2

Author(s):

Naomi Winstone ◽

Kieran Balloo ◽

Karen Gravett ◽

Daniel Jacobs ◽

Harry Keen

Keyword(s):

Sense Of Belonging ◽

Individual Characteristics ◽

Student Identity ◽

Mediating Role ◽

Wide Range ◽

Extra Curricular Activities ◽

The University ◽

The Impact ◽

Perceived Outcomes

Students’ engagement in extra-curricular activities can play a significant role in their development of a student identity, as well as leading to a greater sense of belonging and wellbeing. However, individual characteristics such as sociability may influence the likelihood of students engaging in extra-curricular activities. We collected mixed mode data from two online surveys to explore students’ perceptions of the impact of engagement in extra-curricular activities on their experience at university, as well as the mediating role of engagement in extra-curricular activities in the relationships between extraversion and wellbeing and sense of belonging to the University. Our data demonstrate that extraversion is positively associated with both belonging and wellbeing, and that engagement in extra-curricular activities also mediates these relationships. Our qualitative data uncover further nuances in engagement with extra-curricular activities; while many perceived outcomes are positive, some students express regret at opportunities missed, and find it challenging to balance extra-curricular activities and their studies. Taken together, these findings indicate that not all students stand to benefit equally from engagement in extra-curricular activities. Providing a range of opportunities that are accessible to a wide range of students may promote equity in participation in extra-curricular activities.

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Demographic Variables Are Associated with Differing Perceptions of a Broad Range of Public Library Benefits

Evidence Based Library and Information Practice ◽

10.18438/b8105z ◽

2016 ◽

Vol 11 (2) ◽

pp. 180

Author(s):

Sara Sharun

Keyword(s):

Ethnic Minorities ◽

Public Libraries ◽

Program Planning ◽

Age Groups ◽

Public Library ◽

Demographic Variables ◽

Demographic Differences ◽

Demographic Groups ◽

Everyday Activities ◽

Perceived Outcomes

Objective – To determine the frequency and nature of perceived beneficial outcomes of public libraries on individuals, and to identify demographic differences in these perceived outcomes. Design – Self-administered, online questionnaire asking respondents to rate the frequency of benefits they received from public libraries in 22 areas of life including education, work, and business; everyday activities; and leisure activities. Setting – United States of America. Subjects – 1010 respondents from 49 states: 50% female, 76% white, 55% urban or suburban. Methods – Correspondence analysis was used to visualize relationships between demographic variables and perceived outcomes. Exploratory factor analysis was used to identify structures among the outcomes and summarize data into three core dimensions: everyday activities and interests; reading and self-education; and work and formal education. Multiway ANOVAs were used to test the significance of demographic differences on perceived outcomes. Main Results – The most highly ranked areas of perceived benefits were reading fiction and non-fiction, self-education during leisure time, interest in history or society, and health. Outdoor activities, exercise, and sport ranked the lowest. Respondents in younger age groups reported benefits in “education and work,” as did ethnic minorities and people with lower household incomes. “Everyday life” benefits were reported by male, suburban, White, middle-income respondents. “Reading and self-education” benefits were reported by high-income, older age groups, White, and female respondents. Two demographic groups did not correspond to any benefit categories: those who did not graduate high school and those over age 65. Conclusion – There are significant differences among demographic groups in how the benefits of public libraries are perceived, and these demographic differences have implications for program planning, marketing, and outreach in public libraries. Specifically, libraries should work to increase and improve service to less-advantaged groups, including low-income earners and ethnic minorities, and make available more services and resources relevant to older people.

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Individual and network influences on the adoption and perceived outcomes of electronic messaging

Social Networks ◽

10.1016/0378-8733(90)90021-z ◽

1990 ◽

Vol 12 (1) ◽

pp. 27-55 ◽

Cited By ~ 172

Author(s):

Ronald E. Rice ◽

August E. Grant ◽

Joseph Schmitz ◽

Jack Torobin

Keyword(s):

Electronic Messaging ◽

Perceived Outcomes

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Predictors of Participant Perceptions of Facilitated Individualized Education Program Meeting Success

Journal of Disability Policy Studies ◽

10.1177/1044207317752125 ◽

2018 ◽

Vol 29 (1) ◽

pp. 43-53 ◽

Cited By ~ 1

Author(s):

Samantha E. Goldman ◽

Carolyn Q. Mason

Keyword(s):

Education Program ◽

Multilevel Models ◽

Individualized Education Program ◽

School Staff ◽

Individualized Education ◽

Team Members ◽

Individual Participant ◽

Procedural Safeguards ◽

Feedback Data ◽

Perceived Outcomes

Facilitated Individualized Education Program (FIEP) meetings present one option for early, alternative dispute resolution in special education. Although it has been suggested that this process may be useful in resolving disputes and improving relationships, these hypotheses have not been directly addressed. In this study, we used individual participant feedback data collected by a northwestern state over a 2-year period to answer the following research questions: (a) What are the perceived outcomes of FIEP meetings in terms of agreement, reduced future use of procedural safeguards, and improved relationships between school staff and family? and (b) What are the predictors of these positive participant perceptions of the outcomes of FIEP meetings? We found that respondents perceived FIEP meetings to be successful, with more than half of respondents reporting an outcome of full agreement by all team members, 44% reporting reduced future use of procedural safeguards, and 42% reporting an improved relationship between school staff and family following the meeting. Using multilevel models, we found that perceived facilitator quality was a significant predictor of all three positive outcomes, even after controlling for significant meeting characteristics such as region and year. Given these initial findings, we also provide implications for research, practice, and policy.

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