The Transculturalized Diversity and Inclusion Model

While the transculturalized diversity and inclusion (TD&I) model is a contemporaneous strategy for leadership and learning, it is the latest of the existing disability study models. This chapter reviews the development of the TD&I model from the leadership perspective to study arguments, experiences, and to investigate how this information apprises the construction and exercise of transcultural consciousness, expertise, know-how, traditions, determinations, happenstances, objectives, agreement, and learning. This exploration focuses on the implementation of the model and survey results as this transculturalized model is reasoned the appropriate tool to expose how different backgrounds can be utilized in achievement to blend variability, variation, and diversity into unity. Beginning with the initial conceptual frameworks, and the results of the data, this research details the TD&I model and how to implement it in today's environment of activating change and transformation. This information adds to the body of knowledge regarding disability, strategy, diversity, and inclusion for academics, practitioners, and learners.

Effect of Fluids on the Elastic Properties of 3D-Printed Anisotropic Rock Models

Laboratory physical models play an important role in understanding rock properties and wave propagation, both theoretically and at the field scale. In some cases, 3D-printing technology can be adopted to construct complex rock models faster, more inexpensively, and with more specific features than previous model-building techniques. In this study, we use 3D-printed rock models to assist in understanding the effects of various fluids (air, water, engine oil, crude oil, and glycerol) on the models’ elastic properties. We first used a 3D-printed, 1-in. cube-shaped layered model. This model was created with a 6% primary porosity and a bulk density of 0.98 g/cc with VTI anisotropy. We next employed a similar cube but with horizontal inclusions embedded in the layered background, which contributed to its total 24% porosity (including primary porosity). For air to liquid saturation, P-velocities increased for all liquids in both models, with the highest increase being with glycerol (57%) and an approximately 45% increase for other fluids in the inclusion model. For the inclusion model (dry and saturated), we observed a greater difference between two orthogonally polarized S-wave velocities (Vs1 and Vs2) than between two P-wave velocities (VP0 and VP90). We attribute this to the S2-wave (polarized normal to both the layering and the plane of horizontal inclusions), which appears more sensitive to horizontal inclusions than the P-wave. For the inclusion model, Thomsen’s P-wave anisotropic parameter (ɛ) decreased from 26% for the air case to 4% for the water-saturated cube and to 1% for glycerol saturation. The small difference between the bulk modulus of the frame and the pore fluid significantly reduces the velocity anisotropy of the medium, making it almost isotropic. We compared our experimental results with theory and found that predictions using Schoenberg’s linear slip theory combined with Gassmann’s anisotropic equation were closer to actual measurements than Hudson’s isotropic calculations. This work provides insights into the usefulness of 3D-printed models to understand elastic rock properties and wave propagation under various fluid saturations.

“This Is the Story of Community Leadership with Political Backing. (PM1)” Critical Junctures in Paralympic Legacy: Framing the London 2012 Disability Inclusion Model for New Global Challenges

The London 2012 Paralympic Games was called “the most successful Paralympic Games ever” (by the then-President of the IPC), and it saw more athletes from more countries than ever before compete and become global heroes for the first time in a redeveloped part of East London which also hosted “the most accessible Olympic Games ever” that summer. However, the model used to design and deliver disability inclusion for London 2012, and its legacy, has never been explicitly written up. This paper presents new primary evidence from first-hand research from those who were involved; retrospectively framing the London 2012 Disability Inclusion Model such that it might be usable and developed for other global disability challenges. We used an adapted Delphi methodology, through four rounds: beginning with an initial hypothesis and testing through semi-structured interviews with ten key players in the London 2012 disability inclusion approach. Using thematic analysis with consensus building surveys and workshops we came to a settled unanimous agreement on the 12-step London 2012 Disability Inclusion Model comprising three parts: (Get ready) community-led mission setting, (Get set) essential building blocks and (Go) enabling a culture of success. The model is presented here, alongside a narrative on its uniqueness and replicability to other major programs, as a public good. We welcome its active use, testing and adaption by others in service of disability innovation for a fairer world.

Strategies for Integrated Collaborative Inclusion Relationships

This chapter examines the roles and responsibilities of general education and special education teachers in the inclusion model of teaching. Providing students with disabilities services within the inclusion model of services requires both teachers to use specialized strategies and methods such as the co-teaching models ensuring all students are successful within the classroom. These models include the one teach one observe, one teach one assist, station teaching, parallel teaching, alternative teaching, and teaming. Kagan provides collaborative teaching strategies to assist in helping students to learn to work together in during projects and other classroom activities. Students must learn to work in a cooperative manner to be prepared for future essential life skills and jobs. Employers are seeking students who can get along with others and work in group settings to accomplish tasks in a competitive field.

Financial Inclusion Model on the Development of Batik SMEs in Cirebon Regency

This study aims to analyze the financial inclusion model on Batik SMEs' development in Cirebon Regency. Six constructs emerge as the objects of interest are financial literacy, financial technology, social capital, capital structure decisions, financial inclusion, and business development. 176 Batik-Cirebon artisans fill the questionnaires under the non-probability sampling technique and are analyzed using CB-SEM. The results prove that financial literacy, financial technology, social capital, capital structure decisions have a positive effect on financial inclusion, and financial inclusion positively affects business development Batik SMEs In Cirebon Regency.