Concrete Practices Research Articles

“Could you not translate me?” sociability and performativity in Romantic translation

ABSTRACT Proposing a model through which to document Romantic translation that is focused on recovering the translators who organised its processes, the present article coordinates two recently prominent concepts; that is, sociability and performativity. It argues that these two terms should be studied in tandem, and that they require close attention to concrete material and technological practices and contexts of mediation in order to become fully tractable. The German-English historical novel Walladmor (1823–1824) is examined as a case study to demonstrate the potential of this article’s proposals for reading Romantic translation. This text initially appears as a pseudotranslation, and is such a key example of that mode that it was the first pseudotranslation to be branded as such; however, it soon morphs into a pseudo-backtranslation upon its translation into its pseudo-original language, revealing layers of performativity and sociability in this involuted interlinguistic movement. Building on this case, the article offers a detailed discussion of sociability and performativity in Romantic contexts and beyond, showing that the presumption all Romantic translation is service translation ignores its potential as a wellspring of creativity and freedom.

TRA_Professional trans-linguistic discernment in early childhood language education:

How to sensibly educate young children in and through the language(s) they live by? In an era of increasing linguistic variation and change, this burning question keeps emerging in educational practices of the early years and is addressed in this paper, mapping a professional trans-linguistic discernment. Linguistic variation is a long time a fact, rapidly increasing in all parts of the Swedish society, including early years’ education. Yet, monolingual traditions of linguistic preservation are persisting. The Swedish language legislation aims at safeguarding both the Swedish language and Sweden’s linguistic plurality, ambitions reflected in the preschool curriculum. Aspirations to support children’s development of all their languages are internationally acknowledged as progressive, but the language issue as entangled in early childhood practice is multifaceted. The study is inspired by posthumanist applied linguistics and by contemporary philosopher Jonna Bornemark’s discussion of a professional discernment as a compound competence built in interaction with both experiences and theoretical knowledge, but also feelings and the human senses. These bodily dimensions of discernment make the concept particularly interesting to explore in relation to professions working with young children, where the close relationship between lexical language(s) and other bodily expressions is often made particularly prominent and where the teacher body may be considered a both caring and teaching ‘tool’. RQ1. What challenges and queries emerge at the intersection of practicing curricular linguistic assignments and meeting the linguistic and other diversities of concrete educational practices in early childhood? RQ2. What characterizes a professional discernment in relation to such challenges and queries? Data are produced through focus group interviews with early childhood educators and analyzed through a post-qualitative methodological approach. The results indicate that professionals struggle with how to support the development of languages that they do not themselves speak, and that the support of other mother tongues than Swedish sometimes seems to need to be done at the expense of the Swedish language. Additionally, children’s preference of English, not as a mother tongue, but as a "lingua franca" is pointed out as an emerging phenomenon in groups of children who do not share a common language and where Swedish speakers are a minority. Despite the wide use and special position of English in Sweden, it is still considered a foreign language and not specified in the linguistic assignments of the preschool curriculum. Professionals of early childhood language education are urged to think and act situationally and judiciously, in relation to local practices and different layers of linguistic and other needs, rather than to what may previously be defined and demanded at a generalized level. This, what may be labeled a professional trans-linguistic discernment, differs from recent years’ focus in education on standards and accountability, with an emerging instrumental understanding of teachers who implement and ensure routines, i.e., for language teaching in the early years. It is discussed what encouraging a professional, trans-linguistic discernment may practically, theoretically, and politically require. Keywords: professional discernment, translanguaging/translinguistic, linguistic variation/change, posthumanist applied linguistics, post-qualitative methodologies

From inclusion to acknowledgment: a paradigm shift

PurposeThis article aims to provide a new paradigm for thinking about disability, which can be applied to other social groups, historically invisible and whose rights have been violated. The Model of Communication and Legitimate Acknowledgement of Disability (MCLAD) tries to break with the logic of continuing to add terms and euphemisms around the issue. The author proposes a new line to think about relationships in democratic societies. Taking the step from inclusion to acknowledgment does not imply another way of naming the disability, but rather addressing the problem from concrete practices of recognition. In order to arrive at the proposal of the MCLAD, the author will make a journey that addresses how disability has been understood throughout history, according to the study of different authors.Design/methodology/approachDisability has been perceived over time in many different ways, which led some authors to build models in order to explain certain social approaches to the subject. This article traces a journey from the first model to the present. In turn, it proposes a new one: the MCLAD, which is characterized by a paradigm shift: moving from inclusion to acknowledgment. To substantiate this, three categories are presented: acknowledgment, distance and vulnerability. The different theories and concepts that support the model will also be presented. The purpose of the MCLAD is to deepen the idea of empowering people with disabilities as part of today’s diverse societies and closing historically constructed gaps which are still in force.FindingsThe MCLAD proposes three categories: acknowledgment, distance and vulnerability. In turn, in each of them, there is a link between three axes: person with disability/society/state, analyzing the dynamics of these relationships presented, will provide us with the necessary elements to understand the proposed turnaround.Research limitations/implicationsAlthough the different models will be presented according to the chronological order of definition over time, all of them still coexist today, in many cases in hybrid and naturalized ways in social practices. Recognizing what practices and conceptions are behind each model, allows us to recognize and resignify the ways of communicating toward people with disabilities (PWD) and on the issue of disability. It also allows other specific recognition practices, such as the legitimization of public policies from the laws that protect them.Practical implicationsTo replace the paradigm of inclusion for that of acknowledgment and to recognize how the three categories (acknowledgment, distance and vulnerability) are linked with the three issues (PWD – society and state) allowing specific relationship and practises of legitimate or not acknowledgement. When the author affirms that the MCLAD implies a paradigm shift, the author means that it provides some elements from legitimate acknowledgment to complement aspects which inclusion does not address, and that the other models did not take into account. These are: the self-acknowledgment of people with disabilities and the sense of responsibility linked to empowerment; vulnerability as a category of reconciliation, which is typical of every human being; the contribution of the Phenomenology of the Among to think about how relationships and practices actually occur in society and, finally, the role of the state, which must watch over all its citizens, avoiding the distance between discourse (laws) and practices and, above all, avoiding exclusion from the system due to lack of monitoring of actions.Social implicationsIt should be noted that the MCLAD starts from the idea of language as a constructor of realities and conceives communication as an enabler of the acknowledgment of the other, who is also subject to rights. At the same time, it vindicates the voice of people with disabilities as protagonists (“Nothing about us without us”) and fosters the need for PWD themselves to be active in their struggles, promulgating legitimate acknowledgment. At the same time, it points out that the empowerment of PWD implies not only that they are aware of their rights but also that they themselves know and fulfill their duties within the democratic societies of which they are a part of and which, at least discursively, are regulated by laws. In other words, being empowered is also being responsible for living in society.Originality/valueThe main contribution that the MCLAD has to offer is to replace the paradigm of inclusion for that of acknowledgment. And, throughout the path followed in this article, an attempt has been made to establish that the turnaround is not to capriciously install a new concept (acknowledgment), but to demonstrate that the new paradigm involves three categories that sustain and support a model that seeks to be the basis for effective public policies, for a society that values diversity and for people who feel worthy and contribute to dignify others.

Tradition as ‘Formative Environment’: Congar and Christian Formation

AbstractAlthough the theology of Tradition of the Dominican Yves Congar was highly influential in drafting the Dogmatic Constitution Dei Verbum at the Second Vatican Council, postconciliar debates neglected some of the most original aspects of this theology. This article proposes a retrieval of the notion of Tradition as ‘milieu éducatif’, advanced by the theologian in Tradition and Traditions, as a valuable resource for contemporary discussions on Christian formation. It intends to highlight how Congar connected the theological realities of revelation and its transmission by the Church with the concrete practice of Christian life. This notion is, then, put in conversation with contemporary Christian thinkers who have reflected on the practical aspects of Christian formation, chiefly James K.A. Smith. This dialogue aims to show the relevance of Congar’s notion to current discussions. While the theology of Tradition exposed by the French Dominican can be completed and specified by current proposals, it can also offer a new theological depth to those proposals.

Practice of Xi Jinping's Ecological Civilization Thought Leading Wenzhou Ecology in the New Era

Under the guidance of Xi Jinping's ecological civilization thought, the ecological practice of Wenzhou in the new era was deeply studied. With the help of literature analysis, this paper first summarizes the main content and importance of Xi Jinping's ecological civilization thought, and points out that this thought is an important part of the development of Socialism with Chinese characteristics's great cause, with a strong background of the times and realistic orientation. Secondly, the article analyzes the main practice of ecological civilization construction in Wenzhou in the new era, and highlights the specific application of the concept of "Lucid waters and lush mountains are invaluable assets", such as focusing on promoting the development of green industries and vigorously improving environmental quality. Thirdly, from the perspective of the combination of theory and practice, the article explains in detail how Wenzhou carries out its practice according to Xi Jinping's ecological civilization thought, and thus reveals its internal logic and realization path. Finally, combining with Wenzhou's concrete practice, this paper deeply interprets the theoretical and practical significance of Xi Jinping's ecological civilization thought in the new era. It is emphasized that adhering to and developing the idea of ecological civilization and promoting the construction of ecological civilization is an important path to promote the all-round development of economy and society and realize the goal of a well-off society in an all-round way. Generally speaking, this study comprehensively and deeply discusses the problem that Xi Jinping's ecological civilization thought leads Wenzhou's ecological practice in the new era from the two dimensions of theory and practice, which has strong theoretical guidance and practical reference value.

Financial Risk Evaluation and Prevention and Control Methods of Listed Companies in China's Electric Power Industry

With China's economy entering the stage of rapid development, the competition of listed companies in the electric power industry belonging to the national economy is also very fierce, and it is easy to appear many problems related to financial risks. Through the research on the current situation of financial risk of listed companies in the power industry, this paper has an in-depth understanding of the types of corporate financial risk and the ways of evaluation, and discusses the ways of preventing financial risk combined with the concrete practice, so as to provide some feasible suggestions for promoting the further development of listed companies in the power industry. The types of financial risks are very complex, and enterprise managers need to make accurate decisions on the long-term development of the company according to the actual situation, so as to help the normal operation of the financial market and promote the progress of society.

Leadership of school principals for school health implementation among primary schools in Mataram, Indonesia: a qualitative study

BackgroundHealth-promoting schools (HPS) are acknowledged as a comprehensive approach to improving children’s health and educational outcomes through learning and school life. Principals are key players in HPS implementation. However, concrete leadership practices in HPS in low- to middle-income countries have not been clarified. Therefore, this study aimed to explore and generate themes surrounding the leadership practices of principals in implementation of school health in Indonesia, a predominantly Muslim country consisting of diverse religions that have expanded HPS at the national level.MethodsIn-depth interviews and focus group discussions (FGDs) were conducted with the principals, teachers, parent representatives, and school board committee members in 10 target schools. FGDs were conducted with school health supervisory board members in Mataram City. All interviews were recorded and transcribed. Thematic analysis was undertaken to generate themes.ResultsThe principals demonstrated leadership practices based on their religious beliefs, values, and morals. This may suggest that beliefs and morals support an understanding of their responsibility to ensure the well-being of all school community members, regardless of religion, in a diverse environment that is predominantly Muslim but also multicultural and multi-religious. Further, these beliefs and morals might reinforce implementation of school health. Importantly, the principals’ coordination skills in cooperating with multiple sectors might contribute to successful implementation of school health. Also, principals emphasized they were tasked to develop capacity for implementation of school health. Thus, principals should understand leadership in the implementation of school health as their duty from the training stage to encourage health at the school level.ConclusionIn this study, “have professional educators’ beliefs and religious beliefs and Indonesia’s morals” was generated as a new theme, whereas several common themes were found as in previous studies. The results of this study suggested the importance of leadership by principals in the implementation of school health. Strengthening the capacity of school principals by integrating the contents of school health leadership practice into pre- and in-service training through the development of a policy on principals’ duties in school health might contribute to the successful implementation of school health.

A Review on Key Innovation Challenges for Smart City Initiatives

Smart city initiatives are being promoted across the world to address major urban challenges, and they all share a common belief in the transformative power of digital technologies. However, the pace of innovation in smart cities seems to be much slower than the rapid and profoundly disruptive transformations brought about by digital innovation in many other domains. To develop new insights about the main causes behind this relatively modest success, this study provides a Systematic Literature Review (SLR) on the connection between major smart city challenges and the essential properties of digital innovation. The review involved the qualitative analysis of 44 research papers reporting on smart city innovation practices and outcomes. The results characterize five major challenge categories for smart city innovation: Strategic vision; Organizational Capabilities and Agility; Technology Domestication; Ecosystem Development; and Transboundary Innovation. This study also explores the connections between these challenges and concrete digital innovation practices in smart city initiatives. The main conclusion is that current innovation practices in smart cities are not properly aligned with what the research literature commonly describes as core properties of digital innovation and that this might be a major cause behind the limited progress in smart city initiatives.

Power From the Ground Up: Respecifying Performative Power as First Overt Resistance in Milgram’s Lab

The interdisciplinary Stanley Milgram renaissance of the past two decades has fundamentally shifted debate about the most controversial social psychological experiments of the 20th century. A new angle, with implications for the philosophy of social psychology, is widespread interest in the conditions of possibility of his work. Social ontology (or historical ontology), of various styles, can bring into focus contingent features of “obedience to authority” and other classic experiments in North American social psychology. In this Milgram issue of Philosophia Scientiæ, my contribution is to show how an empirical focus on social interaction (EMCA: ethnomethodology and conversation analysis) can help illuminate—“from the ground up”—power in Milgram’s lab and resistance to continuing the experiment. First, I present power as a multidimensional feature of human sociality, highlighting its performative aspect. Milgram’s lab setting forced and constrained Teachers to exercise agency in starkly contrasting ways, either as exercising power over the Learner (complying with the Experimenter) or against the Experimenter (resisting him). Second, I propose that, like morality, performative power may be understood in terms of foreground and background (Gestalt figure and ground), with both sides of the phenomenon being empirically grounded and demonstrably oriented to in interactants’ concrete practices. Third, I respecify performative power as the detailed practice of Teachers resisting continuation of the experiment. Using a large collection of transcripts of Milgram’s archived audio-recordings, I analyze instances of Teachers’ first (earliest, lowest shock level) overt resistance, an aspect of Teacher resistance hitherto unstudied systematically. This section shows precisely how the resistance of both Disobedient- and Obedient-outcome Teachers first appeared: as a phenomenon of talk-in-interaction displaying sequential organization and various recurrent forms. Studying both outcome groups (rather than just one) demonstrates that resistance was common not only among Disobedient but also Obedient Teachers. Overall, the article shows the value of EMCA as a style of social ontology well suited to investigating power’s relationship to social psychological knowledge claims, and to reconstructing the presuppositions of classic North American social psychology.

The Reform and Practice of the Blend Teaching Mode with Ideological and Political Elements in the Teaching of Cold Chain Logistics Courses

With the development of economy, the demand for cold chain logistics talents is higher and higher. The traditional teaching mode has been difficult to adapt to the needs of the new era. How to effectively integrate the ideological and political elements of the curriculum, stimulate students’ learning motivation, and make full use of various resources online and offline, inside and outside the school, to improve the teaching quality, is a problem that needs to be considered and solved at present. According to the practical experience of the school in carrying out the teaching reform of the cold chain logistics course, a blend teaching mode and integrating the ideological and political aspects of the course has been constructed in various ways, including online and offline, in-school and off-campus, in-class and extracurricular. It puts forward measures such as co-construction of teaching resources in multiple ways, integration of ideological and political elements in the whole process, co-construction of educational content in multiple ways, implementation of blend teaching in multiple ways, and reform of teaching evaluation methods. Combined with concrete practice, the actual effect of the reform is analyzed and summarized.

Crafting Mission-Oriented Innovation Ecosystems: Strategic Levers for Directing Collaborative Innovation Toward the Grand Challenges

In recent years, cross-sectoral, collaborative innovation within so-called mission-oriented innovation ecosystems has emerged as a key strategy to address the grand challenges of our time, ranging from climate change to global health and fostering sustainable, inclusive growth. By adopting an explorative research approach, this article investigates and systematizes the strategic levers employed to translate (politically-defined) missions into concrete ecosystem practices based on a case study of 15 technology-based innovation ecosystems in Germany. Ultimately, this article argues that mission integration into broader ecosystem strategy may happen at the level of an ecosystem's value proposition, architecture, or reward model. Identifying key levers for designing mission-oriented innovation ecosystems whilst also pointing to the importance of the broader socio-technical environment and organizational dynamics, the study lays out a number of options for practitioners to adjust ecosystem strategies according to their unique objectives and challenges.

Disciplinary Normalisation and the Biopolitics of COVID-19 Pandemic Discourse in Ghana

Constructing normalised sociopolitical order during the COVID-19 pandemic appeared a common feature of countries across the globe, constituting identities and engendering political struggles. This study analyses the concrete discursive practices of the President of the Republic of Ghana during the pandemic. Foucault’s notions of discourse and power provide the framework for analysing the performances and realisations of disciplinary (power) normalisation and biopolitical practices during the pandemic. How do the discursive practices of the President of the republic of Ghana construct new normalcy, a normalised sociopolitical order, and managed the virus spread during the COVID-19 pandemic? The study revealed the deployment of disciplinary normalisation and the biopolitical constitution of subjects. It found out that there is a discursive link between the discursive practices of the President of Ghana and the pandemic discourse of the World Health Organisation (WHO) and funding support from the World Bank. The President’s discursive shift from disciplinary normalisation to self-discipline increased the chances of the ruling party towards winning the December 7, 2020, general election in Ghana. Also, this study provides a better understanding of the reconfiguration of the political and the similarities between Ghana’s pandemic discourse and some Global North countries.

Private Practices, Promiscuous Archives

Abstract: This essay mobilizes critical archival studies and Tonia Sutherland’s notion of “the carceral archive” in dialogue with Asian American feminist praxis to propose the framework of promiscuous archives, which seeks to harness the power and resources of archives towards unconventional, liberatory aims directed by community need. I draw principally from the concrete archival practices employed by the “Private Practices: AAPI Artist and Sex Worker Collection” at the Los Angeles Contemporary Archive to ask: What can abolitionist knowledge practices look like? What can archives learn from sex workers? Weaving critique of carceral narratives around sex workers with interrogation of the logics of capture and surveillance that direct archival practice, the essay presents promiscuity as an exploratory strategy of collaboration, proliferation, and usurpation that radically expands the porosity of archives, challenging the temporality, affective charge, and social role of archival repositories.

Application of PBL combined with CBL teaching method in clinical teaching of vascular surgery.

As medical education evolves, Problem-Based Learning (PBL) and Case-Based Learning (CBL) methodologies have emerged as vital pedagogical tools. This study aims to delve into the application and effectiveness of a hybrid PBL-CBL approach in clinical teaching for vascular surgery. By conducting a comparative analysis through concrete teaching practices, this research evaluates the impact on students' clinical knowledge retention, advancement in clinical reasoning skills, and proficiency in resolving real-world clinical challenges. The findings reveal that the integrated PBL-CBL methodology substantially enhances learning outcomes in vascular surgery clinical teaching, ultimately fostering significant development in students' comprehensive clinical abilities.

“Diligently recorded and entered in the present book”. Written Culture and Knowledge Production in Early Modern Mine Surveying

This article proposes a case study on the influence that paper – here meant as a knowledge carrier or knowledge tool – can have on concrete artisanal practices. Focusing on literate mine surveyors, it discusses how the written medium gradually came to assume a multifaceted role, accompanying and enabling several epistemic transformations. Historians of technology have rightly pointed out the inherent difficulties of circulating know-how on paper and of reconciling the writing pen and the mindful hand. Nevertheless, we see that early modern mine surveyors came to master innovative uses of paper, from mining maps to handwritten textbooks. They adapted their material practices in order both to think on paper and to circulate their knowledge in a written form. Instead of a simplistic opposition between illiterate artisans and prolific scholars, I emphasize how both groups used paper as a tool, albeit in different ways. While the first generations of surveyors relied mostly on the manipulation of cords – rarely recorded in writing – the ways in which they displayed practical geometry in public ensured its social acceptance. In the seventeenth century, measurements then came to be processed and stored in data tables. Many operations could now be realized from an office by working on paper, as were some portions of the mathematical training of surveyors. From then on, gestures, actions, and results could be accumulated by centralized administrations instead of being ephemerally performed in the mines. In the long run, the development and production of paper technologies turned underground geometry from an art performed directly on site into a discipline of action and monitoring at a distance.

The sense of inadequacy and uncertainty arising from teacher work: Perspectives of pre- and in-service teachers

This study is based on the notion that teacher work has changed rapidly in recent decades. Teachers all over the world face students with diverse needs, and increased duties beyond actual teaching. Thus, teacher work has become more complex and demanding, with in-service teachers experiencing stress stemming from their work in general and different relationships, in particular. Simultaneously, pre-service teachers experience inadequacy and uncertainty about whether they can meet society's expectations of teachers. This phenomenon has been studied before, but most relevant research has addressed pre- and in-service teachers separately; hence, the commonalities and differences between these groups have been ignored. The present study focuses on Finnish pre- and in-service teachers’ experiences of inadequacy and uncertainty in teacher work. The data consist of 37 pre-service teachers’ and 21 in-service teachers’ written narratives on teacher work. Narrative categorical analysis resulted in four conceptual categories: 1) the sense of inadequacy and uncertainty stemming from the nature of teacher work, 2) the sense of inadequacy and uncertainty stemming from a lack of concreteness in teacher education, 3) the sense of inadequacy and uncertainty stemming from not fulfilling societal ideals of a proper teacher, and 4) coping with inadequacy and uncertainty. The second and third categories were found only among pre-service teachers. The findings suggest that feelings of inadequacy and uncertainty arise from various interacting factors, including the solitary nature of teaching responsibilities, heavy workloads, and the demands imposed by the national curriculum. The pre-service teachers had a realistic understanding of the demands and responsibilities of teaching. The in-service teachers’ experiences related more closely to the actual concrete practices of teachers’ everyday work, whereas the pre-service teachers’ concerns were more general. The implications for the development of initial and in-service teacher education are discussed.

Processes, methods, and tools in model-based engineering—A qualitative multiple-case study

Research on model-based engineering (MBE) has occasionally touched upon the relationship between development processes and concrete MBE practices. However, the alignment of these elements has rarely been the central focus of these studies. As a result, important questions regarding the alignment of MBE and development processes, as well as the impact of development processes on the utilization and success of MBE, have remained unanswered.To address this research gap, we conducted a multiple-case study involving 14 individuals from nine different companies, conducting a total of 12 interviews. Building upon seven propositions derived from existing literature, our investigation sought to understand how MBE is aligned with the development process and explore the application of MBE in this context. Additionally, we identified challenges and needs in this area.Our findings challenge some previously reported results, such as the perceived conflicts between agile development processes and MBE. Furthermore, we unearthed previously unreported issues, like the importance of considering the perspectives of tool vendors in MBE discussions.Overall, this paper makes a significant contribution by providing a comprehensive and up-to-date perspective on how MBE is integrated into development processes, along with an examination of the social and organizational aspects inherent to these processes.Editor’s note: Open Science material was validated by the Journal of Systems and Software Open Science Board.

INTERPRETING PERSON-CENTEREDNESS IN RELATION TO CARE AND THE WORKFORCE FOR OLDER ADULTS

Abstract The concept of person-centeredness has been widely referenced and seemingly adopted as a gold standard practice, especially in relation to care for older persons. However, the concept of person-centeredness has evolved over time, resulting in a lack of definitional clarity. As part of a series of studies exploring person-centeredness, we investigated the meaning of person-centeredness as it relates to care and the workforce for older adults. Six think-tank meetings (two in-person; four virtual) were convened, including a national purposive sample of 33 participants selected for diversity and expertise, and including providers, consumers, policy makers, and researchers. Qualitative methods were used to analyze notes and transcripts, resulting in four overarching themes: (1) Different care settings (e.g., hospice, nursing home) tend to vary in the extent and manner of person-centeredness due to their inherent characteristics and goals of care. (2) Leadership tends to assign priority to quality citations and safety protocols, which creates dissonance between the desire to be more person-centered and a demanding organizational culture. (3) Person-centeredness can be conveyed through concrete practices (e.g., care for activities of daily living) or general principles; the former may be easier to implement. (4) The lack of an operationalized person-centeredness definition has created a gap in how to teach it. This presentation will tie together the four themes and address attitudes and approaches within organizations and toward care providers.

ESPO AND ACADEMY FOR GERONTOLOGY IN HIGHER EDUCATION SECTION SYMPOSIUM: UTILIZING TECHNOLOGY IN THE ADVANCEMENT OF OLDER ADULT EDUCATION

Abstract TThis symposium intends to echo one of the core values of the GSA 2023 Annual Scientific Meeting — empowering all ages. Online lifelong learning has become more common in the 21st century. The speed of technological development far exceeds people’s imagination. The speed at which technology develops is shown to create a widening gap between older and younger populations, known as the digital divide. Introducing technologies into intergenerational learning environments remains an important step to bridging the generational digital divide. In accordance with the AGHE gerontological education competencies, these authors will describe how older adults utilize technology. The first speaker will discuss the effectiveness of a virtual intergenerational program that addressed experiences of ageism for older and younger participants. The second speaker will introduce user-centered design principles and innovative tools that facilitate virtual Information Communications Technology (ICT) support and training for older people with limited abilities in using technology. The third speaker will illustrate concrete practice through international cases from different intergenerational technology integration projects. The fourth speaker will present key elements from the University of Rhode Island (URI) Engaging Generations Cyber-Seniors Program internship and describe student experiences enrolled in the program. The last speaker will discuss the benefits and challenges of technology use among older learners and state the experience of leading older learners using technology in Taiwan. This is a Geriatric Education Interest Group Sponsored Symposium.

The Indian Development of Women Journalists and Human Rights

Abstract The concept of women's human rights owes its success and the creation of its use to the fact that it is revolutionary. The idea of women's human rights makes common sense. It declares that as human beings women have human rights. Anyone would find her or himself hard pressed to publicly make and defend the contrary argument that women are not human. So in many ways, the claim that women have human rights seems quite ordinary. On the other hand, "women's human rights" is a revolutionary notion. This fundamental recovery of humanity and the corollary insistence that women's rights are human rights have profound transformative potential. In the 1980s and 1990s, women's movements around the world formed networks and coalitions to give greater visibility both to the problems that women face every day and to the centrality of women's experiences in economic, social, political and environmental issues. In the development of what is becoming a global women's movement, the term "women's human rights" has served as a locus for praxis, that is, for the development of political strategies shaped by the interaction between analytical insights and concrete political practices. The critical tools, the determined activism, and the broad-based international networks that have grown up around movements for women's human rights have become a vehicle for women to develop the political skills necessary for the 21th century.