scholarly journals Virtual Classrooms: Creating Safe Space for Critical Class Dialogue and Reflection

2021 ◽  
pp. 75-95
Author(s):  
Lize-Mari Mitchell
Keyword(s):  
Safe Space ◽  
Virtual Classrooms ◽  
Critical Class

Virtual classroom project

2017 ◽  
Author(s):  
Nicholas Gmeiner
Keyword(s):  
Virtual Reality ◽  
Students With Disabilities ◽  
Learning Experience ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Video Capture ◽  
Interactive Learning Environment ◽  
Virtual Reality Technology ◽  
Virtual Classrooms ◽  
Classroom Project

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.

Safe Spaces: Gay-Straight Alliances in High School

2016 ◽  
Author(s):  
Tina Fetner ◽  
Athena Elafros ◽  
Sandra Bortolin ◽  
Coralee Drechsler
Keyword(s):  
United States ◽  
High School ◽  
Young Adults ◽  
High Schools ◽  
Social Context ◽  
Qualitative Interviews ◽  
Safe Space ◽  
Safe Spaces ◽  
Complex Concept ◽  
The People

In activists' circles as in sociology, the concept "safe space" has beenapplied to all sorts of programs, organizations, and practices. However,few studies have specified clearly what safe spaces are and how theysupport the people who occupy them. In this paper, we examine one sociallocation typically understood to be a safe space: gay-straight alliancegroups in high schools. Using qualitative interviews with young adults inthe United States and Canada who have participated in gay-straightalliances, we examine the experiences of safe spaces in these groups. Weunpack this complex concept to consider some of the dimensions along whichsafe spaces might vary. Participants identified several types of safespace, and from their observations we derive three inter-related dimensionsof safe space: social context, membership and activity.

Strategies for Condition Assessment of Sewer Systems

2007 ◽  
Vol 2 (2) ◽  
Author(s):  
K. Müller
Keyword(s):  
Water Pollution ◽  
Numerical Model ◽  
Critical Condition ◽  
Ground Water Pollution ◽  
Pollution Regulation ◽  
Sewer Systems ◽  
Single Strategy ◽  
Surface Covering ◽  
Critical Class ◽  
Representative Samples

The inspection of sewers can take place whether by means of fixed-intervals in a conventional surface-covering inspection, or by means of need-oriented strategies. Those need-oriented strategies can be differed between a selective inspection, an evaluation of the present sewer condition based on a representative samples and a failure-oriented forecasting strategy. By setting up and implementing a numerical model it is now possible to carry out a comparison between strategies. Herewith, the potential of success from every single strategy concerning different boundary conditions has been evaluated. For larger Sewer Systems a failure-oriented forecasting strategy presents a more reasonable alternative than the conventional surface-covering one. The reason is because the holding time from every sewer in a critical condition can be reduced considerably within this kind of oriented-need inspections compared to the conventional ones. Similarly, this method meets the ability to estimate the whole condition of a sewer for a given term in the minimum time, which usually could not be achieved by a conventional inspection. Oriented-need inspection strategies offer even superior advantages when the crop and the ground water pollution regulation controls have been followed from the beginning, in order to reduce holding times within sewers in a critical class-condition.

scholarly journals Beyond Virtual Classrooms: Exploring Feelings in the Social World

2021 ◽  
pp. 104837132098516
Author(s):  
Chiao-Wei Liu
Keyword(s):  
Racial Inequality ◽  
Well Being ◽  
Virtual Classroom ◽  
Supportive Relationships ◽  
Virtual Classrooms ◽  
Social Unrest ◽  
The Social ◽  
Personal Experiences ◽  
Embodied Experiences ◽  
Chronic Stressor

In this column, I continue to focus on creating supportive relationships in the virtual classroom amid the pandemic and growing social unrest. As many schools continue to shift between hybrid and remote learning, I ask, how do we address our own and students’ emotional well-being to promote active learning during the pandemic? How can we as teachers help students cope with this chronic stressor, be it the COVID-19 pandemic or the racial inequality? I share my own personal experiences and argue that affect/feelings/emotions are embodied thoughts imbricated with social values and often involved in the preservation of social expectations and power relations. I suggest that educators recognize affect/feelings/emotions as a critical part of students’ embodied experiences, encourage students to attend to their surrounding world and live their life with heightened consciousness and reflectiveness. I end this column with a few curriculum ideas for readers to consider.

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