OECD Review of Well-being Policies and Practices in Dubai’s Private School Sector

2021 ◽  
Author(s):  
Keyword(s):  
Private School ◽  
Well Being ◽  
School Sector ◽  
Policies And Practices

Sleepless in Taipei: The application of photovoice method to explore the major challenges perceived by homeless people facing multifaceted social exclusion

2021 ◽  
pp. 026101832098184
Author(s):  
Yi-Wen Cheng
Keyword(s):  
Social Exclusion ◽  
Final Stage ◽  
Daily Life ◽  
Homeless People ◽  
Well Being ◽  
Housing First ◽  
Poor Sleep ◽  
Main Station ◽  
Policies And Practices

Homeless people typically experience multiple social exclusions that severely affect their well-being. Therefore, based on clients’ participation, this study aims to explore what homeless people facing multifaceted social exclusion perceive as their biggest challenges in daily life, thereby rethinking the current homelessness policies and practices in Taiwan. Using the photovoice method, six homeless people living in the vicinity of the Taipei Main Station participated in the three-stage project. They took photographs to illustrate the main life difficulties and satisfactions they faced and engaged in dialogues through the images presented in the photographs. Through the photovoice workshops, ‘poor sleep’ was identified as their major common predicament, and all participants responded with strong emotions about the dire need to sleep well. In the final stage, homeless participants proposed the ‘Sleep First’ solution based on their own perspectives, which supported the philosophy of the ‘Housing First’ approach to addressing homelessness.

School Sanitation-Related Psychosocial Stressors among Nigerian Students

2021 ◽  
Author(s):  
Ojima Zechariah Wada ◽  
Aminat Opeyemi Amusa ◽  
Fiyinfoluwa Taiwo Asaolu ◽  
David Olatunde Akinyemi ◽  
Elizabeth Omoladun Oloruntoba
Keyword(s):  
Public School ◽  
Private School ◽  
Sampling Technique ◽  
Well Being ◽  
Psychosocial Stressors ◽  
School Students ◽  
Open Defecation ◽  
Cross Sectional ◽  
Public School Students ◽  
School Sanitation

Psychosocial stressors are indicative of challenges associated with the social and environmental conditions an individual is subjected to. In a bid to clearly understand the present gaps in school sanitation, this cross-sectional study aimed to identify the sanitation-related psychosocial stressors experienced by students in a Nigerian peri-urban community and their associated impacts. A three-stage sampling technique was used to select 400 students from 10 schools. The students to toilet ratio were 1,521:0 and 1,510:0 for the public-school boys and girls, respectively, and 74:1 and 70:1 for the private-school boys and girls, respectively. Furthermore, public-school students had a significantly higher average stress level (P < 0.001, η2p = 0.071) and a significantly higher proportion of students experiencing school absenteeism (P < 0.001; odds ratio [OR] = 4.8; 95% confidence interval [C.I] = 2.7–8.2), missed classes (P < 0.001; OR = 5.8; CI = 2.8–12.0), long urine/fecal retention time (P < 0.001; OR = 2.9; CI = 1.8–4.7), open defecation practice (P < 0.001; OR = 4.2; CI = 2.5–7.1), and open defecation-related anxiety (P < 0.001; OR = 3.6; CI = 2.0–6.5). Moreover, the inability to practice menstrual hygiene management was significantly associated with student-reported monthly school absence among girls (P < 0.001; OR = 4.5; CI = 2.2–9.4). Overall, over 50% of the respondents had reportedly been subjected to at least 14 of the 17 stressors outlined. The most prevalent stressors identified were concerns about disease contraction, toilet cleanliness, toilet phobia, privacy, and assault/injury during open defecation/urination. In conclusion, results show that the absence of functional sanitation facilities purportedly has a grievous effect on the mental, physical, social, and academic well-being of the students. This was clearly seen among public-school students. Subsequent sanitation interventions need to be targeted at ameliorating identified stressors.

Rhetoric of Game

2014 ◽  
pp. 145-174 ◽  
Author(s):  
Ben Tran
Keyword(s):  
Organizational Politics ◽  
Well Being ◽  
Employee Attitudes ◽  
Basic Premise ◽  
Group Relations ◽  
Organizational Policies ◽  
Attitudes And Behaviors ◽  
Organizational Policies And Practices ◽  
And Behaviors ◽  
Policies And Practices

The Tavistock method, commonly known as group relations, was originated from the work of British psychoanalyst Wilfred Ruprecht Bion. The Tavistock method's basic premise is that an aggregate cluster of persons becomes a group when interaction between members occurs. Within a group, there is organizational politics, and there are two features of organizational politic that should be considered when investigating its relationships with employee attitudes and behaviors. First, perceptions are more important than reality. Second, organizational politics may be interpreted as either beneficial or detrimental to an individual's well-being. Thus, organizational politics perceptions may result in differing responses to organizational policies and practices depending on whether politics are viewed as an opportunity or as a threat. How well one survives within an organization is correlated with how well one navigates these organizational politics. The Tavistock method is utilized as a game to assess and train individuals on organizational politics.

scholarly journals WHAT TOMORROW BRINGS? EXAMINING A MODEL OF ANTECEDENTS OF CAREER EXPECTATIONS

2016 ◽  
Vol 17 (5) ◽  
pp. 36-60 ◽  
Author(s):  
VINICIUS CARVALHO DE VASCONCELLOS ◽  
ELAINE RABELO NEIVA
Keyword(s):  
Human Resources Management ◽  
Working Life ◽  
Well Being ◽  
Structural Equations ◽  
Career Expectations ◽  
Resources Management ◽  
First Case ◽  
Structural Equations Models ◽  
Methodological Aspects ◽  
Policies And Practices

ABSTRACT Purpose: Analyze if the perceptions about policies and practices on human resources management (HRM), well-being at work and expectations of organizational future act as antecedents of career expectations in the organization. Originality/gap/relevance/implications: The question "What will my future be in this organization?" is a relevant part of working life. Thus, it is important to assess which variables influence future career expectations. Based on theoretical contributions and previous surveys about career, well-being and HRM, the model tested coordinates variables that are analyzed in isolate by literature. Key methodological aspects: In this quantitative survey, 305 professionals from a government agency completed an e-questionnaire with scales validated in Brazil. Data were analyzed through structural equations models. Summary of key results: The effects of well-being at work and expected future in the organization on the career expectations were positive and moderate, in the first case, and strong in the second case. The effect of perceptions of HR policies and practices on career expectations was completely mediated by well-being at work and expectations of organizational future. Key considerations/conclusions: Results support the relations theoretically conceived or found in previous qualitative surveys. In practical terms, data suggest that improving HR policies and practices can increase well-being at work and expectations of organizational future and, finally, foster positive career expectations in the organization. Considering that the research was limited to one organization, future investigations should analyze the model in other organizations.

scholarly journals Psychological Well-Being of Catholic High School Students with Absentee Parents of a Private School

2020 ◽  
Vol 3 (2) ◽  
pp. 115-116
Author(s):  
Cecilia M. Sablaon ◽  
Dennis V. Madrigal
Keyword(s):  
High School ◽  
High School Students ◽  
Private School ◽  
Well Being ◽  
School Students ◽  
Psychological Well Being ◽  
Catholic High School ◽  
Happy Life ◽  
School Year ◽  
Academic Level

Psychological well-being (PWB) refers to a person's quality of looking at things and situations. Despite one's limitations, he/she can overcome challenges and live a satisfying, productive, and happy life. It has become an interesting subject and a growing concern, especially for those who go through an unfavorable life situation. Thus, the paper describes the level of psychological well-being of Catholic high school students with absentee parents studying in a private school in Antique during the school year 2019-2020. Furthermore, it determines the relationship existing between psychological well-being and students' demographics such as sex, family monthly income, academic level, involvement in ministry, and Sunday Mass attendance.

scholarly journals Preocupações e expectativas dos pais de crianças com Necessidades Educativas Especiais (NEE) em Portugal

2019 ◽  
pp. 119-132
Author(s):  
Carla Barbosa ◽  
Ivone Neves
Keyword(s):  
Private School ◽  
Well Being ◽  
Educational Needs ◽  
Educational Context ◽  
Special Educational Needs ◽  
Educational Support ◽  
Children And Young People ◽  
Professional Integration ◽  
Social Nature ◽  
Qualitative Nature

Resumo Esse estudo expõe as preocupações, expectativas e prioridades dos pais de crianças/ jovens com Necessidades Educativas Especiais (NEE), quando seus filhos frequentam o contexto educativo. Na pesquisa empírica de natureza qualitativa, entrevistaram-se pais de crianças com NEE que frequentavam o pré-escolar, 1º, 2º 3º ciclos e ensino secundário de uma instituição escolar privada do Porto, Portugal. Nos dados coletados, concluímos que fatores de natureza pessoal, educativa e social influenciam as prioridades, preocupações e expectativas dos pais na integração de seus filhos com NEE, no contexto educativo. Destacam-se práticas educativas inclusivas, ensino com capacidade de resposta estrutural, organizativa e humana às NEE, onde as competências de todas as crianças e jovens são válidas; escola e docente que trabalhem em colaboração com as famílias na continuidade dos apoios educativos. Expectativas de felicidade e bem-estar são esperadas também, assim como a valorização e integração profissional na sociedade. Palavras-chave: Inclusão Escolar. Necessidades Educativas Especiais. Família. Abstract This study exposes the concerns, expectations and priorities of the parents of children/youth with Special Educational Needs (SEN), when their children attend the educational context. In the empirical research of qualitative nature, it was interviewed parents of children/youngsters with SEN who attended the preschool, 1st, 2nd and 3rd cycles and secondary education of a private school in Porto, Portugal. In the collected data, we concluded that factors of a personal, educational and social nature influence the priorities, concerns and expectations of the parents in the integration of their children with SEN in the educational context. It is emphasized inclusive educational practices, teaching with capacity of structural, organizational and human answer to the SEN, where the competences of all children and young people are valued; school and teacher that work in collaboration with families in the continuity of educational support. Expectations of happiness and well-being are also expected, as well as the valorization and professional integration in society. Keywords: School inclusion. Special educational needs. Family.

scholarly journals Educación física: Referentes y nociones conceptuales del personal docente en Educación Primaria (Physical education: Conceptual guidelines and notions of elementary education teaching staff)

Retos ◽  
2020 ◽  
pp. 298-305
Author(s):  
Juan Manuel Rivera Sosa ◽  
Ana María de Guadalupe Arras Vota ◽  
Javier Tarango ◽  
Gerónimo Mendoza Meraz ◽  
Salvador Jesús López Alonzo
Keyword(s):  
Physical Education ◽  
Elementary Education ◽  
Private School ◽  
National Level ◽  
Well Being ◽  
Teaching Staff ◽  
Public And Private ◽  
Pedagogical Orientation ◽  
Educación Primaria

El propósito de este estudio es analizar el discurso del profesor de Educación Física (EF) y del profesor de grupo, sobre el concepto de EF, su orientación pedagógica, aprendizajes esperados y la transferencia de aprendizajes, en una escuela primaria pública (EP-PUB) y una privada (EP-PRIV). La investigación fue de carácter cualitativo a partir de un estudio de casos: dos docentes de cada unidad de observación: un profesor de grupo y otro de educación física en cada escuela. Los métodos utilizados fueron el fenomenológico y el hermenéutico, con apoyo de los analítico-sintético y teórico-deductivo. Como técnicas de acopio de información se utilizaron entrevistas a profundidad y bibliográficas. El análisis del discurso se sustentó en las tipologías y nivel de reflexión planteados por Viciana, Delgado, y Del Villar (1997). Los resultados destacan planteamientos distantes a las definiciones establecidas de referencia entre los actores de la educación primaria pública y privada. Sus discursos, indican atributos parciales y apenas explicativos al compararse con los planteados a nivel nacional para México por la Secretaria de Educación Pública (SEP) y en el contexto internacional por la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). Sin embargo, es posible admitir en los discursos, semejanzas parciales con referentes cercanos a las perspectivas y orientación pedagógica actuales de la EF; aunque en el presente se requiere responder al paradigma del ser humano multidimensional en proceso de construcción de su vida y la EF apoya la línea de bienestar integral y su desarrollo en diferentes contextos.  Abstract. The purpose of this study is to analyze the discourse of Physical Education (PE) and group teachers on the concept of PE, its pedagogical orientation, expected learning from students, and learning transfer, in a public primary school (EP-PUB) and a private school (EP-PRIV). The research was qualitative, developed from a case study: two teachers from each unit: one group teacher and one physical education teacher in each school. The methods used were phenomenological and hermeneutic, supported by the analytical-synthetic and theoretical-deductive approaches. In-depth interviews and bibliographical techniques were used as information-gathering tools. The analysis of the discourse was supported in the typologies and level of reflection postured by Viciana, Delgado and Del Villar (1997). The results highlight distant approaches to established definitions of reference among actors in public and private primary education. Their speeches indicate partial and barely explanatory attributes when compared to those raised at the national level for Mexico by the Secretary of Public Education (SEP) and in the international context by the United Nations Educational, Scientific and Cultural Organization (UNESCO). However, in the speeches it is possible to detect partial similarities with standards close to the current perspectives and pedagogical orientation of PE; at present, there is the need to respond to the paradigm of the multidimensional human being in the process of building their life, and PE supports the integral line of well-being and its development in different contexts.

Rhetoric of Game

Gamification ◽  
2015 ◽  
pp. 1545-1566 ◽  
Author(s):  
Ben Tran
Keyword(s):  
Organizational Politics ◽  
Well Being ◽  
Employee Attitudes ◽  
Basic Premise ◽  
Group Relations ◽  
Organizational Policies ◽  
Attitudes And Behaviors ◽  
Organizational Policies And Practices ◽  
And Behaviors ◽  
Policies And Practices

The Tavistock method, commonly known as group relations, was originated from the work of British psychoanalyst Wilfred Ruprecht Bion. The Tavistock method's basic premise is that an aggregate cluster of persons becomes a group when interaction between members occurs. Within a group, there is organizational politics, and there are two features of organizational politic that should be considered when investigating its relationships with employee attitudes and behaviors. First, perceptions are more important than reality. Second, organizational politics may be interpreted as either beneficial or detrimental to an individual's well-being. Thus, organizational politics perceptions may result in differing responses to organizational policies and practices depending on whether politics are viewed as an opportunity or as a threat. How well one survives within an organization is correlated with how well one navigates these organizational politics. The Tavistock method is utilized as a game to assess and train individuals on organizational politics.

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