Symbolic violence against a person with intellectual disability in a nursing home care

The system of institutional support should be tailored to the needs and capabilities of the persons using it, ensuring full social development. However, institutional care involves tearing the individual out of real social life, isolating him or her and imposing actions that lead to a specific change. The approach of professionals focuses on restoring a state of normality to people with disabilities at all costs or takes the form of neglecting the needs of the individual through an infantile approach to them. The aim of this paper is to present the results of research on the reconstruction of experiences and interpretations of the experience of symbolic violence by people with intellectual disabilities residing in social welfare homes. The research presented in this paper is set in the interpretative paradigm, which consequently allowed the application of the biographical method with the use of autobiographical narrative interview. The analysis of the empirical material reveals various forms of symbolic violence. Some are the result of imposed assistance, i.e., the system of social policy, which in its essence does not take into account the individual needs and possibilities of the individual. Systemic assumptions condemn narrators to certain actions and behaviours. Symbolic violence is also evident in the relationships between the staff of the institutions and the residents, which results, among other things, in anxiety, a sense of being inferior and insecurity.

Immersion and Activism

The seven activities in this chapter are a deeper dive into the disability experience. The effects of disability-related fatigue are explored in an activity that takes place over 1 week and in a second activity that requires making difficult choices about ways to reduce fatigue. The third activity has students immerse themselves in a disability venue. The fourth activity, done in small groups, focuses on microaggressions, collecting data from 10 disabled people about microaggressions experienced. The fifth activity has students experience television using captioning to explore what is missed in information given to Deaf people. The sixth activity has students pick one problem for people with disabilities and to write the appropriate official requesting a specific change, using data, an example story, and a proposed solution. The last activity assumes some level of clinical skills and involves making clinical responses to eight vignettes involving individuals, couples, or families with disabilities.

System of change management strategies for the enterprise producing disposable tableware

The article deals with the global problem of plastic pollution of the environment. As a way to solve this problem, it is proposed to reduce the production of disposable plastic tableware with a subsequent transition to the use of products that will be safe for the environment and human health. This transition involves the development of innovative projects to create biodegradable tableware, and materials, equipment and technologies for its manufacture. The implementation of such projects involves not only the creation of product and technological innovations, but also the implementation of changes in the business processes of enterprises. For the effective implementation of these processes, it is proposed to use the developed system of change management strategies, which is distinguished by a detailed elaboration of a set of organizational measures, including measures to motivate personnel in order to reduce resistance to the changes. The choice of a specific change management strategy is determined by such criteria as the degree of their radicality, the period of execution and the allocated resources.

Rock-Paper-Scissors Play: Beyond the Win-Stay/Lose-Change Strategy

This research studied the strategies that players use in sequential adversarial games. We took the Rock-Paper-Scissors (RPS) game as an example and ran players in two experiments. The first experiment involved two humans, who played the RPS together for 100 times. Importantly, our payoff design in the RPS allowed us to differentiate between participants who used a random strategy from those who used a Nash strategy. We found that participants did not play in agreement with the Nash strategy, but rather, their behavior was closer to random. Moreover, the analyses of the participants’ sequential actions indicated heterogeneous cycle-based behaviors: some participants’ actions were independent of their past outcomes, some followed a well-known win-stay/lose-change strategy, and others exhibited the win-change/lose-stay behavior. To understand the sequential patterns of outcome-dependent actions, we designed probabilistic computer algorithms involving specific change actions (i.e., to downgrade or upgrade according to the immediate past outcome): the Win-Downgrade/Lose-Stay (WDLS) or Win-Stay/Lose-Upgrade (WSLU) strategies. Experiment 2 used these strategies against a human player. Our findings show that participants followed a win-stay strategy against the WDLS algorithm and a lose-change strategy against the WSLU algorithm, while they had difficulty in using an upgrade/downgrade direction, suggesting humans’ limited ability to detect and counter the actions of the algorithm. Taken together, our two experiments showed a large diversity of sequential strategies, where the win-stay/lose-change strategy did not describe the majority of human players’ dynamic behaviors in this adversarial situation.

Amílcar Cabral and Amartya Sen

This article compares the ideas of Amílcar Cabral and Amartya Sen on capability, freedom, resistance and political change, thereby revealing the importance of radical realism in political thought and development studies. Sen’s path-breaking work has been transformative for multiple disciplines, not least development. Yet, reading Sen alongside the ideas of one of Africa’s most successful anti-colonial political leaders is revelatory: it provides the basis for the argument that radical realism is most valuable if it is action-guiding, comparative and about context-specific change. This involves a distinction between realistic political theory and realism in political thought where only the latter demands utopian thinking. What follows from this regarding democracy, impartiality and justice? In answering this with reference to some social movements, the article then defends the political potential of conflict, partisan positions, resistance and political change directed towards overcoming domination.

To Teach Legal Design — Change Design By Design

This article is about using human orientated methods of design (e.g. design thinking) in the context of teaching design, while the role of design is changing. Design should be described as a modus operandi for every social activity that leads through solving problem. General role of design is to animate and moderate social change. In that perspective we are all designers, whether we like it or not. This specific change of design mindset shows great challenge in the new education model, where design is just a small part of study program — in this article it is explained in the context of legal study program.

The effect of the detraining period caused by the COVID-19 pandemic on the change of direction performance of fencers

Background and Study Aim. The COVID-19 pandemic has caused many athletes to interrupt their regular training programme. The change-of-direction performance is a highly critical parameter for fencing. This study aims to investigate the effects of the detraining process caused by the COVID-19 pandemic on the change-of-direction performance of fencers. Material and Methods. The study sample comprised 15 fencers (11 males, 4 females) who were competitors in the U17-20 age categories (mean age: 15.75±1.51 years; height: 170.30±7.68 cm; weight: 65.16±10.83 kg) in Turkey. All participants were high school students. Branch-specific change-of-direction tests (4-2-2-4-m shuttle and 7-m repeat lunge ability) were measured in the middle of the competition season and after the detraining period. The detraining period lasted 31 weeks due to the pandemic process. Results. The results showed that participants were slower in the post 7-m repeat lunge ability test (23.32±2.21 sec.) compared with the pre-test (22.38±1.58 sec.) and participants were slower in the post 4-2-2-4-m shuttle test (6.43±0.54 sec.) compared with the pre-test (5.84±0.33 sec.) (p<0.05). Conclusions. The present study showed that long-term detraining reduces fencer’s change-of-direction performance. Basic exercise programs can be arranged to reduce the rate of adverse effects during long-term detraining process.

IMPLEMENTING THE PATHWAYS COMMISSION RECOMMENDED FIRST ACCOUNTING COURSE: A PROFILE OF EARLY ADOPTERS

The primary purpose of the current research is to explore the extent to which schools and colleges of business have adopted Pathways Commission recommendations for a new first accounting course. This paper explores the extent to which schools of business and accounting programs have implemented curriculum revisions made by the Pathways Commission, as well as provide a profile of the early adopters of one of these recommendations. This study investigated common traits and characteristics of colleges and schools that had adopted the curricular changes. Specifically, the research focuses on the fourth recommendation from this list, which calls for a new first accounting course to be integrated into business and accounting programs. For the study, 68 faculty members from a cross-section of universities and programs answered questions about their institutions and the Pathways Commission recommended a new first course in accounting. Results indicate some ambivalence toward the curricular changes but also allowed for a profile of the early adopters of this specific change. Thus, the secondary purpose of the research is to identify environments in which the changes have been implemented and to provide a foundation for further research into best practices for implementing these types of curricular revisions. JEL Classification Codes: M40, M41, M49, I20.