Inclusion Of Actions Research Articles

AAGP/AJGP Diversity, Equity, and Inclusion in Action: Historic Perspective and Future Goals

Diversity, Equity, and Inclusion (DEI) are important objectives in all professional fields, and they are exceptionally important and impactful within healthcare. Every day, patients and their families put their trust in our hands. When doing so, they deserve to be treated at all times with the utmost respect and compassion. DEI principles create an environment of safety, belonging, and positive health outcomes.Diversity of health providers allows for better care of diverse patients and helps to promote health equity and reduce disparities. Since healthcare is ultimately built upon relationships, it is important that all our patients trust us to understand and meet their unique needs. Achieving our diversity, equity and inclusion objectives for the betterment of all healthcare is an ongoing process, and we are steadfastly committed to its success.AAGP remains committed to developing and fostering a culture of compassion, inclusivity, belonging, and acceptance. For many years AAGP had a Diversity Caucus, which since 2020 became AAGP Inclusion, Diversity, Equity in Action (IDEA) committee with representation on the AAGP Board.The AAGP IDEA committee promotes a welcoming environment for all, by prioritizing respectful diversity, equity and inclusion across AAGP and its membership; advises the AAGP Board on the establishment of policies related to these principles; serves as a consulting body to AAGP components; creates and identifies opportunities that advance diversity, equity and inclusion for members; identifies outreach opportunities to enhance diversity, equity and inclusion of current AAGP membership and potential members; forms subcommittees or workgroups as needed to focus on specific diversity, equity and inclusion efforts.AAGP through its flagship publication American Journal of Psychiatry (AJGP) provides readers with DEI updates in the areas of clinical practice, research, teaching and public policy in geriatric psychiatry.This session will provide the audience with overview of current AAGP/AGJP DEI initiatives and outline plans for creation of mentorship programs and outreach efforts for the benefit of geriatric psychiatry providers, patients and caregivers.

Diversity, Equity, and Inclusion in Action: Planning, Leadership, and Programming

Diversity, Equity, and Inclusion in Action: Planning, Leadership, and Programming

The good practice of inclusion in action - the proposal of program based on the Human Rights

Rapidly changing time is a problem: are we able to deal with all challenges in a humanistic and peaceful way? Is it possible? Do falling barriers to trade have led to a rapid change in social life and in the movement of products and labor? With these exciting transformations also came great challenges and threats, at a time when we seem to like each other less and less, with partisan affective polarization on the rise in a country after country.The paper presents definitions of phenomenon of marginalization and exclusion from European perspective. The main idea of its lecture and planned project is the presentation the intervention program among seniors based on heritage of work the French Research Committee on Violence, Crime and Delinquency, who published 40 years ago a document Society against Violence. The document contained analyses on the occurrence of social problems and their determinants, as well as guidelines to reduce risks and reduce the sense of threat and insecurity in modern society. Based on the conclusion included into Report “Society against Violence” the special training was prepared. The theoretical assumption of the project is Levinian model of changes in society and his methodology of action research. The aims of program are to change attitudes in the field of knowledge and attitudes towards the used violence and to improve the skills to react in situations of confrontation with institutional or press aggression or the so-called manifestations of "hate speech" in education institutions. Because of Coronavirus lockdown only idea and first step of implementation (the realisation was stopped) is possible to presentation.
 Maybe the program is in a primary stage but we believe that modern societies should relay and based on the idea of Human Rights and spread them elsewhere and that violence in modern societies should be reduced by human rights and democracy education.The document became the basis for the reflection on public debate on violence in international communities and psychological practice against violence in interpersonal and social meaning. The article presents the possible directions of research and psychological interventions in this area especially among seniors. This perspective is worth to be underlined because it is a part of wider trend in preparation social support programmes focused on inclusion adults from a difficult sociocultural environment. Such programmes could improve competencies to protect social capital of societies. The content and scope of these programmes should be drawn from knowledge of the relationships between the various risk factors, protective factors and developmental processes in groups and societies and combine knowledge, practical useful skills and good psychological experience by continue containing with life.

Diversity, Equity, and Inclusion in Action: Planning, Leadership, and Programming. Christine Bombaro, ed. Chicago, IL: ALA Editions, 2020. 208p. Paper.

Christine Bombaro’s edited volume, Diversity, Equity, and Inclusion in Action: Planning, Leadership, and Programming, is thoughtful, useful, and timely. Bombaro, associate director at the Dickinson College library, introduces this compilation by framing as a moral problem the gap between academic librarianship’s stated goals around diversity, equity, and inclusion (DEI) and its actual record. She argues that we must move beyond “merely trying our best” to actually “getting it right” (xii). Bombaro’s introduction and the first chapter serve to ground the book with historical and theoretical context around DEI in academic libraries and argue persuasively that we must move past dialogue to taking action. The chapters that follow offer case studies by academic library practitioners who describe actions taken in their institutions. Each chapter follows a similar structure, with literature reviews, case details, discussion, and careful footnoting. This book covers topics that include organizational goals and plans around DEI, developing cultural competencies for library staff, barriers to workforce diversity, and the development of models for how libraries can better serve the diverse communities with whom we work.

Gestión de riesgo de desastres en instituciones de educación superior : una mirada desde la aplicación de un proyecto

Disaster risk management and reduction is a challenge for universities. Thus, this article describes the experience in the management of a project by identifying the activities and analyzing the results, using related documents available on the web. The stages of execution with their activities and results were identified. The development of the workshop course favored the appropriation of the conceptual and operative framework of the subject, which made it possible to identify the possibilities of incorporating risk management in teaching, extension and research activities. The following were identified as good practices: the workshops on topics related to disaster risk management, the evaluation of the institution's safety, the summoning of actors from different institutions in training activities and the inclusion of actions that affect training and research.

Barriers and Bridges in Abating Coastal Eutrophication

Over the past 30 years concerted campaigns have been undertaken to reverse nutrient-driven eutrophication in coastal waters in Europe, North America, Asia and Australia. Typically, eutrophication abatement has proven a more recalcitrant challenge than anticipated, with ecosystem improvements only recently beginning to emerge or falling short of goals. Reduction in nutrient loads has come mainly from advanced treatment of wastewaters and has lagged targets set for diffuse agricultural sources. Synthesis of the major campaigns—varying in terms of physical settings, ecosystem characteristics, nutrient sources, socio-economic drivers, and governance—identified barriers inhibiting eutrophication abatement and potential bridges to overcome them. Actionable science can be advanced by: application of the well-established and emerging knowledge and experience around the globe, client-responsive strategic research, and timely and conclusive adjudication of scientific controversies. More accountable governance requires: enduring engagement of high-level officials of the responsible governments; effective communication of the causes, risks and benefits to the public and stakeholders; quantitative and accountable allocation of responsibility for nutrient load reductions; and binding requirements, as opposed to simply voluntary actions. Effective reduction in nutrient loads requires: reduction strategies for both nitrogen and phosphorus; inclusion of actions that reduce atmospheric emissions of nitrogen in addition to direct inputs to waterways; efficacious regulations; public subsidies based on performance; limitations on biofuel production that increases nutrient loads; and enhancing the sinks and losses for legacy nutrients retained in soils and groundwater. Outcomes must be measured and strategies appropriately adjusted through: sustained monitoring of essential indicators and processes, the use of multiple models, truly adaptive management, and the precautious interventions within the coastal ecosystem. The changing climate must be taken into account by reassessing achievable future conditions and seeking alternatives for mitigating and adapting to climate change that also reduce nutrient loads.

Atenção à saúde e surdez: desafios para implantação da rede de cuidados à pessoa com deficiência

Objective: To assess the health care provided to deaf people who use the Brazilian sign language (Libras), from their own perspective, aiming to reflect on the inclusion of actions into the Care Network for the Disabled. Methods: Study with a qualitative approach, conducted in 2010, with participation of fifteen deaf adults who use Libras. The techniques employed were focus group and open interview with simultaneous translation from the Brazilian Sign Language into Portuguese. Results: This study evidenced three thematic categories: barriers within the health services; attitudes to minimize communication barriers; and suggestions for improving health care delivery. This information may interfere with comprehensive and humanized health care. As a result of the difficulties, deaf people and health professionals resort to different strategies to enable care. Conclusion: The study made it possible to know the peculiarities of health care for deaf people, users of sign language, evidencing challenges during care delivery due to a restricted communication, so that sign language can be one of the ways for effective communication with these users in health services.

Changes in the spatial organization of cortical rhythm vibrations in children under the influence of music

Changes is systemic brain activity under influence of classical music (minor and major music) were studied at two groups of healthy children aged 5-6 years (n = 53). In 25 of studied children the Luscher test showed increased level of anxiety which significantly decreased after music therapy sessions. Bioelectrical cortical activity registered from 20 unipolar leads was subjected to correlation, coherence and factor analysis. Also the dynamics of the power spectrum for each of the EEG was studied. According to EEG all children after listening to both minor and major tones showed reorganization of brain rhythm structure accompanied by a decrease in the level of coherence and correlation of EEG; also was found significant and almost universal decrease in the EEG power spectrum. Registered EEG changes under the influence of classical music seems to reflect a decrease in excess of "internal tension" and weakening degree of "stiffness" to ensure the activity of cerebral structures responsible for mechanisms of "basic integration" which maintain constant readiness of brain to rapid and complete inclusion in action.

Human–Tiger Conflict in Context: Risks to Lives and Livelihoods in the Bangladesh Sundarbans

People’s perceptions of the risk posed by wild animals to human lives and/or livelihoods can influence the rate at which people intentionally kill these species. Consequently, human–wildlife conflict (HWC) management strategies may benefit from the inclusion of actions which reduce risk perceptions. This study uses Participatory Risk Mapping (PRM) and semi-structured interviews to explore local perceptions and the wider socio-economic context of human–tiger conflict (HTC) in the Bangladesh Sundarbans area. Of the 24 locally-relevant problems identified by the PRM process, tigers were the only problem to be cited by >50 % of respondents. The ‘tiger problem’ was also perceived by villagers to be of relatively high severity. Negative perceptions of tigers in the Sundarbans communities are exacerbated by other locally-experienced poverty-related problems, as well cyclones, floods and soil erosion. Interactions between the problems experienced by villagers, including HTC, result in a complex ‘risk web’ which detrimentally affects lives and livelihoods and ultimately perpetuates poverty levels in the Sundarbans communities. This research demonstrates that PRM and in-depth, qualitative research can enhance understanding of the perceived magnitude and wider socio-economic context of risks from wildlife and aid the identification of risk perception management actions which may help to reduce the number of animals killed by people.

Recognizing 50 human action categories of web videos

Action recognition on large categories of unconstrained videos taken from the web is a very challenging problem compared to datasets like KTH (6 actions), IXMAS (13 actions), and Weizmann (10 actions). Challenges like camera motion, different viewpoints, large interclass variations, cluttered background, occlusions, bad illumination conditions, and poor quality of web videos cause the majority of the state-of-the-art action recognition approaches to fail. Also, an increased number of categories and the inclusion of actions with high confusion add to the challenges. In this paper, we propose using the scene context information obtained from moving and stationary pixels in the key frames, in conjunction with motion features, to solve the action recognition problem on a large (50 actions) dataset with videos from the web. We perform a combination of early and late fusion on multiple features to handle the very large number of categories. We demonstrate that scene context is a very important feature to perform action recognition on very large datasets. The proposed method does not require any kind of video stabilization, person detection, or tracking and pruning of features. Our approach gives good performance on a large number of action categories; it has been tested on the UCF50 dataset with 50 action categories, which is an extension of the UCF YouTube Action (UCF11) dataset containing 11 action categories. We also tested our approach on the KTH and HMDB51 datasets for comparison.

Coloured Petri nets and a dynamic reliability problem

One of the major problems of the system reliability calculation is an implementation of a dynamic behaviour. One way to show a possible representation of dynamic systems is by using coloured stochastic Petri nets (CSPNs). In this paper this approach is applied to one benchmark on the dynamic reliability taken from the literature. The system consists of a tank containing some liquid where the liquid level is controlled by suitable detectors acting on three hardware components that work independently. The modelled system is consequently used as an input for the calculation of the cumulative distribution functions and other characteristics (e.g. reliability of the system). As the next step, this benchmark will be modified. The first system modification is the maintenance action inclusion. The second one is the enhancement of the system by adding another process variable (the liquid temperature within the tank that is dependent on time). The CSPN approach is used to find a suitable representative scheme of these modifications.

Inclusion in action: an in-depth case study of an effective inclusive secondary school in the south-west of England

This paper represents the outcomes of an in-depth case study of a secondary school in the south-west of England, identified as inclusive by the local education authority (LEA). The study, which formed the second part of a ‘bricolage’ approach, utilized ethnographic research methods, with the aim of investigating inclusion in a holistic way, at the school level. Data were collected through interviewing of a variety of school constituencies and participant observation. The analysis suggested that: (a) the participants were enculturated into the integration model; (b) although there were strong perceived academic benefits for the included students, the evidence is contradictory regarding the social outcomes of inclusion; (c) successful implementation of inclusion requires restructuring of the physical environment, resources, organizational changes and instructional adaptations; and (d) there was a perceived need for ongoing professional development. The findings reported in this investigation may be used to illuminate current practice in the LEA and to provide directions for formulating policies to support ‘inclusive practice’ in ways which are acceptable to teachers, parents and students.

Inclusion in action: One school's response

The Monkland Integration Program (MIP) was designed to provide appropriate education for students of primary school age with various disabilities through a regular class program (Penn, Stephens & Quadrio, 1992). The group would progress through the school with their peers thus affording parents with a possible seven year placement at one school. The specialist teacher would be chiefly responsible for monitoring each placement, recommending modifications as necessary. Commonwealth funding would support the program both financially and through the allocation of an aide primarily for the group. Monkland's School Development Plan would incorporate the needs of this group also.The paper by Penn et al. (1992) looked at the planning and implementation of the project from the organisational perspective, while this paper provides a report from the classroom teacher's perspective.A ceiling for the total group was set at eight members with an option to use those places as full or part-time positions. This opened the program at Monkland to parents with children in other settings as an opportunity for social involvement with age-peers.Four children arrived to begin school initially in Term one of 1991. They were enrolled to join a Year One/Two class with a population reflecting any other class yet containing some children particularly particularly recognised as good role models and some with learning difficulties. (Class total was 25 full-time pupils.) The class was staffed at this time by two teachers (one regular teacher and one specialist teacher), and fifteen hours/ week aide time.