检索结果-内蒙古大学图书馆

Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems

作者： Chun Li Jaemarie Solyst Safiyyah Scott Gabriella Howse Tara Nkrumah Erin Walker Amy Ogan Angela E.B. Stewart Department of Informatics and Networked System University of Pittsburgh Pittsburgh Pennsylvania USA Human-Computer Interaction Institute Carnegie Mellon University Pittsburgh Pennsylvania USA School of Computer Science Carnegie Mellon University Pittsburgh Pennsylvania USA Center for Gender Equity in Science and Technology Arizona State University Tempe Arizona USA Department of Computer Science University of Pittsburgh Pittsburgh Pennsylvania USA

来源：评论

学校读者我要写书评

暂无评论

Making science Personal: Inclusivity-Driven Design for General Education Courses

引用

Journal of College science Teaching 2021年第3期50卷 68-77页

作者： O’Donnell, Christine Prather, Edward Behroozi, Peter Center for Gender Equity in Science and Technology School for Earth and Space Exploration at Arizona State University Phoenix AZ United States Department of Astronomy and Astrophysics at the University of Arizona Tucson AZ United States

General education college astronomy courses offer instructors both a unique audience and a unique challenge. For many students, such a course may be their first time encountering a stand-alone astronomy class, and it is also likely one of the last science courses they will take. Thus, primary course goals often include both imparting knowledge about the Universe and giving students some familiarity with the processes of science. In traditional course environments, students often compartmentalize information into separate “life files” and “course files” rather than integrating information into a coherent framework. The astronomy course created through this project was designed around inclusivity-driven guiding principles that help students engage with course content in ways that are meaningful, relevant, and accessible. Our course bridges the gap between students’ “life files” and “course files,” encourages and respects diverse points of view, and empowers students to connect course content with their personal lives and identities. In this paper, we provide insight into the guiding principles that informed our course design and share research results. © 2021 National science Teaching Association.

关键词：

来源：评论

学校读者我要写书评

暂无评论

Unwritten Magic: Participatory Design of AI Dialogue to Empower Marginalized Voices 22

Unwritten Magic: Participatory Design of AI Dialogue to Empo...

引用

2nd ACM Conference on Information technology for Social Good, GoodIT 2022

作者： Buddemeyer, Amanda Nwogu, Jennifer Solyst, Jaemarie Walker, Erin Nkrumah, Tara Ogan, Amy Hatley, Leshell Stewart, Angela School of Computing and Information Learning Research and Development Center University of Pittsburgh United States Human Computer Interaction Institute Carnegie Mellon University United States Center for Gender Equity in Science and Technology Arizona State University United States Uplift Inc.

ISBN: (纸本)9781450392846

Language is an act of identity, but AI has no identity other than that which its creators assign it. technology creators who do not fully consider how identity information is encoded in AI dialogue risk creating representational harms that negatively impact users' interactions with the technology, particularly young users from groups marginalized in STEM education. One solution is to engage young users in Participatory Design of dialogue, pushing power away from the researcher and toward the young users. This positions users as technology creators who understand AI language as a technosocial phenomenon and who have their own perspective about how identity is best portrayed in AI language. In this work in progress paper, we provide initial impressions from a Youth Advisory Group (YAG) with 12 middle-school-aged learners of color who are all female or non-binary. © 2022 Owner/Author.

关键词： Engineering education

来源：评论

学校读者我要写书评

暂无评论

Do perceived working conditions increase life satisfaction? Case of SME workers in Bangladesh

引用

SN Social sciences 2023年第1期3卷 1-24页

作者： Ahmed, Zia Hussain, A. H. M. Belayeth Ahmed, Mufti Nadimul Quamar Al Aziz Lalin, Shamim Endut, Noraida Sultana, Sumena Department of Geography and Environment Shahjalal University of Science Technology Sylhet 3114 Bangladesh Labor and Economic Equity Impact Center JBS International North Bethesda MD United States Department of Sociology and Anthropology Utah State University Logan 84321 UT United States Department of Business Administration North East University Bangladesh Sylhet 3100 Bangladesh Centre For Research On Women And Gender (KANITA) School Of Social Sciences Universiti Sains Malaysia Pinang Malaysia Department of Sociology Shahjalal University of Science and Technology Sylhet 3114 Bangladesh

This paper aims to examine whether the perception of precarious work indicators affects the perception of decent work in SMEs and affects employee satisfaction in SMEs (informal workers). We interviewed one hundred and three respondents who are SME credit recipients of different banks of the Sylhet division in Bangladesh to investigate the relationship between precarity, decent working conditions, and life satisfaction. The results show that perceived precarious work has the most significant influence on the perceived social dialogue, considered one of the three constructs of decent work. At the same time, perceived precarity also has a significant direct impact on life satisfaction. A worker’s life satisfaction depends substantially on the perceptions of precarity and decent working conditions. Firms can help employees deal with personal and professional challenges that may impair their job and life contentment. Organizations can address a general sense of well-being and a healthy and pleasant working environment to improve their life satisfaction. This study adds to the field of Organizational Support Theory (OST) and builds on previous work on organizational support strategies. In addition, this study contributes to the body of knowledge by showing that a worker’s life satisfaction depends substantially on the perceptions of precarity and decent working conditions. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.

关键词： Bangladesh Decent work Life satisfaction Organizational support theory PLS-SEM Precarity SMEs

来源：评论

学校读者我要写书评

暂无评论

Jokering Bodies

引用

International Review of Qualitative Research 2021年第4期14卷 708 - 727页

作者： Vonzell Agosto LaSonja Roberts María Migueliz Valcarlos Tara Nkrumah Tanetha Grosland Andrew Bratspis Nathalie Warren Edwin Reynolds Educational Leadership University of South Florida Tampa FL USA Educational Leadership Research and Technology Western Michigan University Kalamazoo MI USA Educational and Psychological Studies University of South Florida Tampa FL USA Center for Gender Equity in Science and Technology Arizona State University Tempe AZ USA Leadership Policy and Lifelong Learning University of South Florida Tampa FL USA Career and Workforce Education University of South Florida Tampa FL USA Adult Education University of South Florida Tampa FL USA

This article brings forth the difficulties and possibilities of enacting the role of “Joker” from Boal’s (1979) Joker System—formerly called the poetics of the oppressed. The authors acknowledge jokering as an apprehensive performance of brokering, of bodies that matter and are matter, that can provoke anti-oppressive actions and reinscribe oppressions. As such, four backdrops are engaged to further the methodological, theoretical, and curricular/pedagogical force of jokering as a performance that unsettles the status quo: Latina/Chicana feminist theories used in mentoring, performance-based action research with middle-school students, professional leadership development for schools, and socio-technological analysis with theatre in online/distance education. Each example from our praxis illustrates how the roles of emerging researcher, mentor-researcher, and researcher-practitioner are performed and troubled (jokered) from different disciplinary and theoretical perspectives to foster social justice praxis and outcomes.

关键词： Boal leadership jokering anti-oppressive curriculum and pedagogy dialogical facilitation

来源：评论

学校读者我要写书评

暂无评论

Culturally Relevant Computer science Pedagogy: From Theory to Practice

Culturally Relevant Computer Science Pedagogy: From Theory t...

引用

Research in equity and Sustained Participation in Engineering, Computing, and technology (RESPECT)

作者： Tia C. Madkins Alexis Martin Jean Ryoo Kimberly A. Scott Joanna Goode Allison Scott Frieda McAlear STEM Education The University of Texas at Austin Austin TX United States Director of Research Kapor Center Oakland CA United States Director of Research CS Project Center X UCLA Los Angeles CA United States Center for Gender Equity in Science and Technology Arizona State University Tempe AZ United States Education Studies University of Oregon Eugene OR United States Chief Research Officer Kapor Center Oakland CA United States Senior Research Associate Kapor Center Oakland CA United States

ISBN: (纸本)9781728108223

Recent initiatives to broaden participation in computing aim to provide increased computer science (CS) access and opportunity for underrepresented K-12 students. Researchers have identified challenges related to teaching CS courses in sways that ensure underrepresented student populations are engaged, interested, and motivated to participate in computing coursework, including making course content relevant to students' lives and interests. An emerging area of scholarship proposes merging culturally relevant pedagogy with CS in order to develop engaging and rigorous computing instruction for diverse groups of students. Much of this work has been theoretical rather than practical; thus, we present case studies of three programs to describe practice-based examples of culturally relevant computer science teaching and learning. Consistent themes across the instructional practices we share include engagement and relevance; confidence and identity; and social justice. These foundational practical applications of culturally relevant CS education can inform efforts to enhance engagement, preparation, participation, and persistence in computing for underrepresented students toward successfully addressing inclusion, diversity, and equity.

关键词： computer science education courseware educational courses teaching Computer uses in education computer science education Education courses Pedagogy engaging computer science Students education software Teaching engagement carbon monosulfide CONTAINMENT SPRAY Cesium Scholarships conditioned stimulus

来源：评论

学校读者我要写书评

暂无评论

Standards of Care for the Health of Transgender and gender Diverse People, Version 8 (vol 23, pg S1, 2022)

引用

INTERNATIONAL JOURNAL OF TRANSgender HEALTH 2022年第Suppl 1期23卷 S259-S261页

作者： Coleman, E. Radix, A. E. Bouman, W. P. Brown, G. R. de Vries, A. L. C. Deutsch, M. B. Ettner, R. Fraser, L. Goodman, M. Green, J. Hancock, A. B. Johnson, T. W. Karasic, D. H. Knudson, G. A. Leibowitz, S. F. Meyer-Bahlburg, H. F. L. Monstrey, S. J. Motmans, J. Nahata, L. Arcelus, J. Institute for Sexual and Gender Health Department of Family Medicine and Community Health University of Minnesota Medical School Minneapolis MN USA Callen-Lorde Community Health Center New York NY USA Department of Medicine NYU Grossman School of Medicine New York NY USA Nottingham Centre for Transgender Health Nottingham UK School of Medicine University of Nottingham Nottingham UK James H. Quillen College of Medicine East Tennessee State University Johnson City TN USA James H. Quillen VAMC Johnson City TN USA Department of Child and Adolescent Psychiatry Amsterdam UMC Location Vrije Universiteit Amsterdam Amsterdam Netherlands Center of Expertise on Gender Dysphoria Amsterdam UMC Location Vrije Universiteit Amsterdam Amsterdam The Netherlands Department of Family & Community Medicine University of California-San Francisco San Francisco CA USA UCSF Gender Affirming Health Program San Francisco CA USA New Health Foundation Worldwide Evanston IL USA Weiss Memorial Hospital Chicago IL USA Independent Practice San Francisco CA USA Emory University Rollins School of Public Health Atlanta GA USA Independent Scholar Vancouver WA USA The George Washington University Washington DC USA Department of Anthropology California State University Chico CA USA University of California San Francisco San Francisco CA USA Independent Practice at *** University of British Columbia Vancouver Canada Vancouver Coastal Health Vancouver Canada Ann & Robert H. Lurie Children's Hospital of Chicago Chicago IL USA New York State Psychiatric Institute New York NY USA Department of Psychiatry Columbia University New York NY USA Ghent University Hospital Gent Belgium Transgender Infopunt Ghent University Hospital Gent Belgium Centre for Research on Culture and Gender Ghent University Gent Belgium Department of Pediatrics The Ohio State University College of Medicine Columbus OH USA Endocrinology and Center for Biobehavioral Health The Abigail Wexner Research

Background: Transgender healthcare is a rapidly evolving interdisciplinary field. In the last decade, there has been an unprecedented increase in the number and visibility of transgender and gender diverse (TGD) people seeking support and gender-affirming medical treatment in parallel with a significant rise in the scientific literature in this area. The World Professional Association for Transgender Health (WPATH) is an international, multidisciplinary, professional association whose mission is to promote evidence-based care, education, research, public policy, and respect in transgender health. One of the main functions of WPATH is to promote the highest standards of health care for TGD people through the Standards of Care (SOC). The SOC was initially developed in 1979 and the last version (SOC-7) was published in 2012. In view of the increasing scientific evidence, WPATH commissioned a new version of the Standards of Care, the SOC-8. Aim: The overall goal of SOC-8 is to provide health care professionals (HCPs) with clinical guidance to assist TGD people in accessing safe and effective pathways to achieving lasting personal comfort with their gendered selves with the aim of optimizing their overall physical health, psychological well-being, and self-fulfillment. Methods: The SOC-8 is based on the best available science and expert professional consensus in transgender health. International professionals and stakeholders were selected to serve on the SOC-8 committee. Recommendation statements were developed based on data derived from independent systematic literature reviews, where available, background reviews and expert opinions. Grading of recommendations was based on the available evidence supporting interventions, a discussion of risks and harms, as well as the feasibility and acceptability within different contexts and country settings. Results: A total of 18 chapters were developed as part of the SOC-8. They contain recommendations for health care professiona

关键词： adolescents assessment children communication education endocrinology eunuch gender diverse health care professional institutional settings intersex mental health nonbinary population postoperative care primary care reproductive health sexual health SOC8 Standards of Care surgery terminology transgender voice

来源：评论

学校读者我要写书评

暂无评论

Proceedings of the Virtual 3^rd UK Implementation science Research Conference Virtual conference. 16 and 17 July 2020

引用

IMPLEMENTATION science 2020年第SUPPL 4期15卷 105-105页

作者： [Anonymous] Community Pharmacy Centre for Primary Care and Public Health (Unisanté) University of Lausanne Rue du Bugnon 44 1011 Lausanne Switzerland School of Pharmaceutical Sciences University of Geneva Rue Michel-Servet 1 1211 Geneva 4 Switzerland Institute of Pharmaceutical Sciences of Western Switzerland University of Geneva University of Lausanne Rue Michel-Servet 1 1211 Geneva 4 Switzerland Faculty of Health Sciences Curtin University Bentley WA 6102 Australia Cancer Research Division Cancer Council NSW Woolloomooloo NSW Australia Faculty of Medicine and Health The University of Sydney Camperdown NSW Australia Wolfson Palliative Care Research Centre Hull York Medical School Faculty of Health Sciences University of Hull Hull HU6 7RX UK College of Medicine and Health University of Exeter Exeter EX1 2LU UK Wellcome Centre for Cultures and Environments of Health University of Exeter Exeter EX1 2LU UK Nuffield Department of Primary Care Health Sciences University of Oxford Oxford OX2 6GG UK Exeter HS&DR Evidence Synthesis Centre Institute of Health Research College of Medicine and Health University of Exeter Exeter EX1 2LU UK Department of Nutrition & Dietetics The Prince Charles Hospital Brisbane Queensland Australia School of Human Movement & Nutrition Sciences The University of Queensland Brisbane Queensland Australia University of Global Health Equity Kigali Rwanda Department of Medical Social Sciences Feinberg School of Medicine Northwestern University Chicago IL USA Centre for Implementation Science Department of Health Services and Population Research Institute of Psychiatry Psychology & Neuroscience Kings College London London UK Centre for Global Mental Health Department of Health Services and Population Research Institute of Psychiatry Psychology & Neuroscience King’s College London London UK Department of Psychiatry WHO Collaborating Centre for Mental Health Research and Capacity-Building School of Medicine College of Health Scie

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：