Removing Barriers to Achievement: Meeting a Diversity of Learners' Needs

Taking its cue from the UK government's declaration that every new home should be ‘zero-carbon’ by 2016, this paper explores how close a flexible, prototype-housing model might come to meeting this target (accepting that there is currently some ambiguity between the respective official ‘zero-carbon’ definitions regarding off-site renewable supply). The prime aim is to design economically (affordable by housing associations) to the European ‘passive house’ standard of no more than 15 kWh/m2 for space heating and a maximum total consumption of 70 kWh/m2 adding in hot water and electricity. The model also prioritizes generous access to sunlight and daylight, as well as realistic levels of air change in a low-volume, intensively occupied scenario. Associated aims are: a) to meet thermal loads without use of fossil fuels such as gas or oil; and b) to employ architecturally integrated active solar thermal and electrical arrays to respectively meet at least one third of the water heating and electrical loads. Micro-wind generation is excluded from the study as too site-dependent. A subsidiary agenda is to achieve a flexible plan in terms of orientation and access, and to provide utility facilities that support the environmental strategy (e.g. drying clothes without compromising energy use or air quality). The paper goes on to address equivalent prospects for retrofit, briefly discusses institutional and other barriers to achievement, and muses on how much of the balance of the electrical demand can be met renewably in Scotland in the near future.

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Barriers to Achievement

Coaching and Mentoring ◽

10.4324/9781315260051-11 ◽

2017 ◽

pp. 183-209

Keyword(s):

Barriers To Achievement

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Economic Development, Political Development, and Inequality

The Political Economy of Collective Action, Inequality, and Development ◽

10.11126/stanford/9781503604612.003.0003 ◽

2020 ◽

pp. 43-82

Author(s):

William D. Ferguson

Keyword(s):

Economic Development ◽

Civil Rights ◽

Political Development ◽

Goods And Services ◽

Steady Growth ◽

Multiple Dimensions ◽

Per Capita ◽

Barriers To Achievement ◽

Political Decision Making

This chapter augments Chapter 1’s foundations with detail on political and economic development, inequality, their interactions, and associated CAPs. Development entails sustained, widespread improvement of economic and political capabilities. Economic development includes steady growth in per capita income, education, health care, and infrastructure, with attention to deprivation, poverty, broader inequities, and associated avenues and barriers to achievement. It also involves creating functional economic institutions. Political development entails steady augmentation of a state’s ability to provide public goods and services; protect economic, political, and civil rights; and create and enforce impartial rules (a rule of law). It also involves broad access to political decision making, limiting authority, mobilizing public participation, and enhancing the legitimacy of underlying procedures. Inequality has multiple dimensions (income, wealth, access); achieving equity along one dimension often compromises that for another. Multiple types of inequality are both outcomes of and conditions that shape development. Multiple CAPs ensue.

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Psychological Barriers to Achievement in Women

Perceptual and Motor Skills ◽

10.2466/pms.1982.54.1.153 ◽

1982 ◽

Vol 54 (1) ◽

pp. 153-154 ◽

Cited By ~ 1

Author(s):

Lois S. Goldberg

Keyword(s):

Career Choice ◽

Analysis Of Variance ◽

Graduate Programs ◽

Career Aspiration ◽

Fear Of Success ◽

Psychological Barriers ◽

Post Hoc Analysis ◽

Personality Integration ◽

Barriers To Achievement ◽

Post Hoc

The IES Arrow-Dot was administered to 56 women in 14 graduate programs to examine the effects of birth order and stress when approaching career choice points on underlying personality integration. An analysis of variance yielded no significant differences for either variable, however, a post hoc analysis showed that correlation of Ego scores with stated level of career aspirations approached significance. Perhaps projected level of career aspiration may be explored when examining fear of success in women.

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The Lifeworld of Youth in the Information Society

Youth & Society ◽

10.1177/0044118x10383655 ◽

2010 ◽

Vol 43 (2) ◽

pp. 549-567 ◽

Cited By ~ 9

Author(s):

Shauna A. Morimoto ◽

Lewis A. Friedland

Keyword(s):

Decision Making ◽

Young People ◽

Social Relationships ◽

Information Society ◽

Media Use ◽

Minority Youth ◽

Economic Insecurity ◽

Structural Barriers ◽

Barriers To Achievement ◽

Networked Individualism

Media is now central to how youth form their identities. Media also shapes the cultural background of much of young people’s action and decision making and the institutional framework of social interaction. This article explores this mediated “lifeworld” of young people by examining rates of current media use and the infiltration of media into conventional forms of socialization such as schools, family, and peers. The authors argue that increasing media use coincides with a larger structural shift to an information-based society wherein social relationships are constituted and reinforced through a cycle of “networked individualism” and growing “risk” among youth. The authors illustrate the cycle of media use, individualization, and risk by briefly examining (a) rising economic insecurity among all Americans and American youth in particular, and (b) the contradictions minority youth face in navigating structural barriers to achievement. The authors conclude by discussing the implications of their work and suggesting policy directions for youth in a media-saturated society.

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STUDYING WHILE BLACK

Du Bois Review Social Science Research on Race ◽

10.1017/s1742058x14000095 ◽

2014 ◽

Vol 11 (1) ◽

pp. 109-136 ◽

Cited By ~ 22

Author(s):

Sally Haslanger

Keyword(s):

Students Of Color ◽

Educational Opportunity ◽

Knowledge Work ◽

Ego Depletion ◽

Dominant Culture ◽

Race And Class ◽

Teachers And Students ◽

Racial Lines ◽

Barriers To Achievement ◽

Contemporary United States

AbstractHow should we explore the relationship between race and educational opportunity? One approach to the Black-White achievement gap explores how race and class cause disparities in access and opportunity. In this paper, I consider how education contributes to thecreationof race. Considering examples of classroom micropolitics, I argue that breakdowns of trust and trustworthiness between teachers and students can cause substantial disadvantages and, in the contemporary United States, this happens along racial lines. Some of the disadvantages are academic: high achievement is more difficult when one faces mistrust, ego depletion, effort pessimism, and insult. And within a knowledge economy, exclusion from knowledge work makes one vulnerable to injustice. But the problem goes deeper than achievement, for schools are contexts in which we develop self-understandings and identities that situate us as members of society. If students of color are systematically denied full participation in trusting conversations that create shared knowledge—especially, knowledge that holds power within the dominant culture—they are unjustly deprived resources to form flourishing selves that are suited to the positions of power and authority. The argument suggests that knowledge is not best understood simply as a commodity to be distributed, and opportunity is not just a matter of access. Moreover, even if access is granted, those who are motivated and talented can fail: they drain their willpower by coping with insults, or reasonably lose optimism about their efficacy. Over time, motivation may shift away from achievement, and under the circumstances this can be a rational response. The barriers to achievement are many, but true opportunity is impossible without trust and trustworthiness.

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