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Discretion and faculty exercise of judgment in discretionary spaces are pervasive and essential to full participation. Through everyday engagement with policies, practices, and routines, faculty are in an ideal position to see and address equity issues. However, because discretion can be enacted in ways that reproduce racialized organizations, and amplify privilege, we need checks and balances on faculty discretion in key domains. Sometimes, we need new boundaries within which faculty judgment and discretion reside. I consider these issues and examine strategies inside and outside higher education to leverage, check, and structure faculty judgment and discretion to advance full participation.

This article provides a brief historical review of disability and personal and environmental limitations to community participation. Attention is given to policies that have limited consumer choice and to the pushback from disability rights advocates. These advocates eventually started the independent living movement as a reaction to the medical model that identifies disability as a personal defect rather than an environmental limitation. The authors discuss the basic philosophy and core services of independent living, and they present a conceptual model for helping centers for independent living (CIL) consumers more fully participate in the community. This model describes a continuum from independence to interdependence approaches to providing CIL services. Finally, the authors describe current research to determine the effectiveness of these two approaches to increasing consumer community participation.

The aim of this article is to broaden the understanding of how Swedish disability policies are constructed to meet the objectives of the ratified UN Convention on the Rights of Persons with Disabilities (CRPD) regarding active citizenship and full participation on an equal basis with others. The study examines two policy domains: health and employment. Recently issued legal documents are analyzed using the approach of directed content analysis and the theories of 'social risk' and 'governance'. The results suggest that the policy area of employment implicitly and explicitly overshadows the policy area of health and related rights accounted for in the CRPD. A more nuanced perspective in disability policies concerning employment in relation to active citizenry and full participation is required, accompanied by social policy schemes that encompass the perspective of the CRPD as a whole in all support-towork services, instead of the limited focus of finding full-time employment.

In this paper, I discuss the role of spiritual seekers’ embodiment of karma, jnana and bhakti yoga(s) in the context of a neo-Vedantic, non-monastic ashram located in southern-Europe, an ashram I regard as an example of modern denominational yoga. Methodologically, I rely on an ex-post multi-sensory autoethnography, involving apprenticeship and full participation immersion, and I share with physical cultural studies a commitment to empirically contextualise the study of the moving body. Theoretically, I employ Shilling’s theory of the body as a multi-dimensional medium for the constitution of society, enriched by other theoretical and sensitising concepts. The findings presented in this paper show that the body of the seekers/devotees can be simultaneously framed as the source of, the location for and the means to, the constitution of the social, cultural and spiritual life of the ashram. As I discuss the development, interiorisation and implementation of serving, contemplative and devotional dispositions, which together form the scheme of dispositions that shape a yogic habitus, I also consider the ties between the specific instances under study and the more general spiritual habitus. The paper ends by broadening its focus in relation to the inclusion of Asian practices and traditions into the Western landscape.

This paper is based on the first national qualitative study to examine diversity and progression within social work programmes in England, focusing on the experiences of disabled, black and ethnic minority and lesbian, gay and bisexual students. Data collected from ninety-five students and twenty-three social work education providers across eight higher education institutions (HEIs) suggested an institutional effect on rates of progression, linked to the degree of orientation towards systemic change. The study found that social work educators tended to place more emphasis on 'equality of access' than 'equality of outcomes', resulting in a lack of focus on other aspects of the student life cycle such as inter-group dynamics and rates of progression through the programme and into employment. This paper highlights the importance of a 'transformational' organisational change approach to creating an institutional culture where students from minority groups feel welcome and can thrive. Leadership, monitoring and an institution-wide sense of collective responsibility for diversity and equality policy implementation emerged as key to creating a more inclusive environment, alongside equipping staff to take a pro-active role in facilitating high-quality, respectful interaction between different members of the HEI community.

In the existing research at home and abroad, the construction of extracurricular learning platform is still only focused on solving the problems of curriculum learning itself. At the same time, there are no cases of multiple linkage effects, including integrating alumni resources, promoting the construction of alumni association, promoting students' internship and employment, strengthening ties with enterprises and so on. On the basis of the original function of the alumni management system, this paper expands the sections and adds the main body of students to enrich the functions of the platform. This paper constructs a fully-participatory extracurricular learning platform with multiple linkage effect, which provides a reference for other majors inside and outside the school to establish extracurricular learning platform.

Accelerating education sector responses to HIV in Sub-Saharan Africa. This report examines the education sector's role in preventing HIV/AIDS and supporting affected communities. It's for educators, policymakers, and development professionals seeking effective strategies. Discover five years of experience in Sub-Saharan Africa, revealing successful approaches to HIV/AIDS prevention in schools. Learn how to implement policies, train teachers, and engage communities. Understand how coordinated efforts and resource allocation can create sustainable education programs, offering hope and empowerment to future generations. This is a crucial resource for building a stronger, healthier future.

Supports for individuals with disabilities, although increasingly community-based, operate within a formal human service system outside of community decision-making structures. Research suggests that this current system has had limited effectiveness in advancing the social inclusion of individuals with disabilities. This article draws from current work in the fields of community development and planning to outline a new approach that actively engages communities in planning supports and ensures full participation for citizens with disabilities. This model, field-tested in a small rural community in Northern New Hampshire, resulted in increased municipal-level activities targeted at accessibility, employment, housing, transportation, recreation, and community supports. Additional replication activities are needed to evaluate the transferability of the model to other rural, suburban, and urban communities.

In most countries, parliament has the constitutional mandate to both oversee and hold government to account. In light of the increased focus on good governance, academics and legislative strengthening practitioners are re-examining parliament's oversight function with a view to increasing public financial accountability, curbing corruption, and contributing to poverty reduction. This volume brings together research from many different perspectives and many different legislative settings worldwide. As the country case studies in section III demonstrate, the accountability mechanisms or oversight tools available to the legislature vary based on constitutionally defined powers of the legislature, institutional arrangements between the branches of government, divisions of authority between national, regional, and local governments, the degree of legitimacy conferred on the legislature, and the resources available to it. The budget process provides critical opportunities. Section II of this volume is devoted to examining budget oversight from the formulation and approval of the budget, to implementation and the ex post examination of the public accounts. Special attention is also paid to mechanisms to assist parliaments such as Public Accounts Committees and independent parliamentary budget offices. This title will be of interest to parliamentarians and parliamentary staff, legislative strengthening practitioners, and students of legislative development.

The interest in and the attitude towards science are areas which need special attention in secondary science education from the perspective of a student’s subject choice and career decision. Based on this viewpoint and on an ethnographic perspective, this study was designed to explore how learners’ autonomous participation develop if provided with opportunities for various scientific practices and publications in the form of creating and publishing a science magazine as an extra-curricular club activity and what kinds of influence the participation has on learners’ attitudes and interest towards science.