scholarly journals From Sacred Cow to Dairy Cow: Challenges and Opportunities in Integrating of Social Justice in Engineering Science Courses

2015 ◽  
Author(s):  
Juan Lucena ◽  
Jon Leydens
Keyword(s):  
Social Justice ◽  
Dairy Cow ◽  
Engineering Science ◽  
Science Courses ◽  
Challenges And Opportunities

Public Health and Social Justice: An Argument Against Stigma as a Tool of Health Promotion and Disease Prevention

2017 ◽  
Author(s):  
Erika Blacksher
Keyword(s):  
Public Health ◽  
Health Promotion ◽  
Social Justice ◽  
Public Life ◽  
Fair Share ◽  
Health Measures ◽  
The Social ◽  
Challenges And Opportunities ◽  
Agents Of Change ◽  
Shared Humanity

This chapter argues against the use of stigma-inducing measures as tools of public health on grounds of social justice. The value of social justice in public health includes both a distributive demand for a fair share of health and the social determinants thereof and a recognitional demand to be treated as a peer in public life. The use of stigma-inducing measures violates the first demand by thwarting people’s access to important intra- and interpersonal, communal, and institutional resources that confer a health advantage; it violates the second by denying people’s shared humanity and ignoring complex non-dominant identities. The position taken in this chapter does not preclude public health measures that regulate and ban health-harming substances or try to move people toward healthier behaviors. It does require that public health partner with people to identify their communities’ health challenges and opportunities and to treat people as resourceful agents of change.

Conclusion

2021 ◽  
pp. 237-268
Author(s):  
Mark R. Warren
Keyword(s):  
Social Justice ◽  
Racial Disparities ◽  
Exclusionary Discipline ◽  
Educational Justice ◽  
School To Prison Pipeline ◽  
Social Justice Movements ◽  
Challenges And Opportunities ◽  
White Nationalism ◽  
Justice Movements ◽  
The Impact

The concluding chapter documents the impact of the school-to-prison pipeline movement on reducing suspensions and challenging policing practices in schools. It then highlights the features that help explain the growth and success of the movement and its emerging intersectional nature—like centering the participation of people most impacted by injustice. It draws lessons from this study for reconceptualizing social justice movements as ones that “nationalize local struggles.” It considers the enduring challenges facing the movement to dismantle the school-to-prison pipeline, including the persistence of racial disparities in exclusionary discipline, tensions between local and national organizing, and the difficulties of implementing restorative alternatives that serve to transform deep-seated racialized processes. It ends with a discussion of the challenges and opportunities to building racial and educational justice movements powerful enough to fully transform entrenched systems of racial inequity and educational injustice, particularly in an era that has witnessed the rise of white nationalism.

A tool for facilitating the automated assessment of engineering/science courses

2020 ◽  
pp. 002072092095313
Author(s):  
Azam Beg ◽  
Mouza Alhemeiri ◽  
Ajmal Beg
Keyword(s):  
Computer Architecture ◽  
Online Courses ◽  
Traditional Learning ◽  
Engineering Science ◽  
Practice Test ◽  
Science Courses ◽  
Software Packages ◽  
Questions And Answers ◽  
The Creation ◽  
Learning Institutions

In recent years, massive open online courses (MOOCs) have become quite popular. Such courses are either completely free or cost nominally. Generally, the MOOCs face the challenge of not being recognized as ‘regular’ courses (i.e., the ones taken at the traditional learning institutions). One of the main reasons for this lack of acceptability is the assessment in an unsupervised environment, which is prone to the problems of test-taker’s online lookups or interaction with others for finding the answers to the test questions. A few ways of alleviating this problem include: limiting the time for answering the questions, the avoidance of repetitive questions, and the creation of a large number of questions. This paper presents a tool named QAgen that enables the automatic creation of a large number of questions and answers related to different topics in computer/electrical engineering (ECE), computer science, physics, etc. Specifically, the tool is related to the courses on digital logic design, computer architecture, etc. The generated questions are in a format that is suitable both for learning management system (LMS) based and/or non-LMS-based assessment in conventional courses or MOOCs. The proposed tool is based on open-source software, thus eliminating the need for any commercial software packages. The underlying principles of QAgen are applicable to other engineering/science courses as well, if the assessment methods require the creation of some connected-object diagrams, tables and equations. For assessing the usefulness of QAgen, practice question sets were created for three different courses. The student surveys for these courses indicated that the questions helped students prepare for actual tests/examinations. Especially favored by the students was the availability of correct answers at the end of each practice test/examination.

Transitioning out of the asylum system in Ireland: Challenges and opportunities

2020 ◽  
Vol 21 (1) ◽  
pp. 34-51
Author(s):  
Maeve Foreman ◽  
Muireann Ní Raghallaigh
Keyword(s):  
Social Justice ◽  
Asylum Seekers ◽  
Community Based Participatory Research ◽  
Collaborative Approach ◽  
Hidden Populations ◽  
Or Education ◽  
Community Based ◽  
International Protection ◽  
Challenges And Opportunities ◽  
Partnership Approach

Abstract: Asylum seekers are often considered by researchers to be ‘hidden’ or ‘hard to reach’. Yet, issues that impact on them are relevant to social work and its social justice remit. This paper presents research conducted with former asylum seekers to explore their experience of transitioning from ‘Direct Provision’ accommodation into the wider community following the granting of international protection. Ireland’s strategy for integration effectively excludes asylum seekers. They have limited access to work or education and are deprived of supports provided to programme refugees. Using a community-based participatory research methodology, the study illuminates challenges encountered transitioning out of the asylum system and charts the benefits of utilising a collaborative approach to access participants, to facilitate their engagement and to ensure that the research had an impact. It suggests that a partnership approach to research with hidden populations can raise awareness and influence positive social change.

Engineering Science-Led Computer-Aided Design: A Project-Based Approach

1995 ◽  
Vol 23 (3) ◽  
pp. 181-193
Author(s):  
F. P. E. Dunne ◽  
D. A. W. Taylor
Keyword(s):  
Active Learning ◽  
Project Based Learning ◽  
Project Work ◽  
Engineering Science ◽  
Student Interest ◽  
Engineering Project ◽  
Design Work ◽  
Science Courses ◽  
Design Project ◽  
Software Packages

A project-based learning approach has been developed in which a commercial CAD package is employed to analyse and redesign a shaft and bearing system which is known to fail in service after short term use. The principal aim of the project is to emphasize the importance of the appraisal of design software packages. The students are required to apply their knowledge and understanding of the relevant engineering science to check and validate the results predicted by the software package. The project is therefore used to emphasize the importance of questioning the output obtained from software packages, and the need for validation. In addition, the project aims to introduce students to the power of the microcomputer in quickly carrying out the many iterative analyses that are often required at the detailed stages of design. The importance of project-based design work in enabling the acquisition of skills, and the development of understanding of fundamental engineering concepts is discussed and an approach is proposed for enabling integration of design teaching with first- and second-year engineering science courses within an engineering degree course. The approach presented seeks to exploit student interest and enthusiasm for engineering project work in order to aid, and enhance the development of understanding for a particular domain of engineering science. The design project considers a ‘real’ design problem, and the hardware is made available to the students for viewing and handling. It is argued that reality plays an important role in maintaining student interest and commitment, which is essential for effective learning in design. The paper gives an overview of the design project, and hence demonstrates how design teaching can provide an integrating theme within engineering science courses. The emphasis of the current approach on student-centred, active learning, rather than the traditional passive learning methods, is also discussed. Finally, an assessment is made of the project-based approach to design teaching and of its ability to develop understanding of engineering principles, to develop skills in CAD, and to maintain student enthusiasm using active learning techniques.

scholarly journals “Challenges and opportunities in academic medicine” APS racism series: at the intersection of equity, science, and social justice

2020 ◽  
Vol 88 (5) ◽  
pp. 699-701
Author(s):  
Leslie R. Walker-Harding ◽  
Clifford W. Bogue ◽  
Karen D. Hendricks-Munoz ◽  
Jean L. Raphael ◽  
Joseph L. Wright
Keyword(s):  
Social Justice ◽  
Academic Medicine ◽  
Challenges And Opportunities
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