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1 – 10 of 153This paper aims to describe an experiential learning activity designed to sensitize students to the prevalence and challenges of disclosing invisible disabilities in the…
Abstract
Purpose
This paper aims to describe an experiential learning activity designed to sensitize students to the prevalence and challenges of disclosing invisible disabilities in the workplace. It provides an impactful learning experience about a widespread phenomenon that receives little attention in textbooks.
Design/methodology/approach
The exercise assigns a hidden disability to some participants who interact with others who act as trusted friends. The interactions help participants develop their ability to interact sensitively with those who may have hidden disabilities. They explore the advantages and disadvantages of disclosing hidden disabilities at work. Guiding questions help focus deliberations during which participants consider the influence of their assigned role.
Findings
A plenary discussion follows where students share the outcomes of the simulation. Debriefing questions and suggested answers help instructors deepen student learning on the topic. A follow-up assignment allows participants to summarize personal learning about the subject and solidify the learning outcomes.
Originality/value
Most workers with nonapparent disabilities hide them, although disclosing them may help their employers provide helpful accommodations. This learning activity helps increase awareness and understanding of hidden disabilities in work settings and supports learning about disclosing and accommodating disabilities in the workplace. Instructors can use the activity to support understanding of employee rights, equity and accommodations in large or small classes, in-person or online, synchronously or asynchronously.
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Keywords
Haijian Li, Junjie Zhang, Zihan Zhang and Zhufei Huang
This paper aims to use active fine lane management methods to solve the problem of congestion in a weaving area and provide theoretical and technical support for traffic control…
Abstract
Purpose
This paper aims to use active fine lane management methods to solve the problem of congestion in a weaving area and provide theoretical and technical support for traffic control under the environment of intelligent connected vehicles (ICVs) in the future.
Design/methodology/approach
By analyzing the traffic capacities and traffic behaviors of domestic and foreign weaving areas and combining them with field investigation, the paper proposes the active and fine lane management methods for ICVs to optimal driving behavior in a weaving area. The VISSIM simulation of traffic flow vehicle driving behavior in weaving areas of urban expressways was performed using research data. The influence of lane-changing in advance on the weaving area was evaluated and a conflict avoidance area was established in the weaving area. The active fine lane management methods applied to a weaving area were verified for different scenarios.
Findings
The results of the study indicate that ICVs complete their lane changes before they reach a weaving area, their time in the weaving area does not exceed the specified time and the delay of vehicles that pass through the weaving area decreases.
Originality/value
Based on the vehicle group behavior, this paper conducts a simulation study on the active traffic management control-oriented to ICVs. The research results can optimize the management of lanes, improve the traffic capacity of a weaving area and mitigate traffic congestion on expressways.
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Emil Erdtman, Kirsten Rassmus-Gröhn and Per-Olof Hedvall
Universal design (UD) is defined in the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and adopted in Sweden as a guiding principle for the design…
Abstract
Purpose
Universal design (UD) is defined in the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and adopted in Sweden as a guiding principle for the design of new products, facilities, services, etc. This study aims to contribute to knowledge about UD in practice – how it is conceived, experienced and discussed in Sweden, especially regarding education, working life and housing.
Design/methodology/approach
A group interview and a workshop (immersion into personas and scenarios) with 14 practitioners of inclusion and accessibility from academia, civil society, business and the public sector were analyzed with qualitative content analysis.
Findings
The participating practitioners related UD to a cluster of terms for inclusion and wanted to communicate the reason for UD rather than battling about words. Flexibility was considered openness to the diversity of human conditions and situations combined with individualization capacity including assistance. Short-term demands for access and compliance to minimum standards must be balanced with long-term learning processes. Evaluation, relation-building and dialogs must update and contextualize UD, for example, in relation to categorization.
Originality/value
This study yields an in-depth picture of how the practice of UD is conceived, experienced and discussed among Swedish practitioners of inclusion and accessibility. It elucidates dissonances between experiences and ideals, standardized and flexible design, and the interests of users and institutions. It enhances knowledge of the dilemmas in inclusive and diversity-based practices, as well as the implementation and promotion of UD.
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Jodi Brooke Patterson and Michelle Kimzey
The purpose of this paper is to determine the relationship between trait and situational empathy, and the effect of educational activities on empathy of nursing students towards…
Abstract
Purpose
The purpose of this paper is to determine the relationship between trait and situational empathy, and the effect of educational activities on empathy of nursing students towards people living with dementia.
Design/methodology/approach
This embedded mixed-methods study compared trait and situational empathy examined situational empathy pre/post didactic and experiential activities with nursing students and used qualitative data from focus group discussions to corroborate the quantitative data.
Findings
There was no significant difference between trait and situational empathy. Post intervention scores (situational) demonstrated improvements on empathic concern, shared affect, empathic imagination, helping motivation and cognitive empathy. Focus group discussions supported quantitative findings and also included distress.
Research limitations/implications
Limitations include lack of generalizability, single group threats and exclusion of stakeholder input. Single group threats include absence of a control group, familiarity with the CSES from pre-test to post-test and reactive measurements, as the students were observed by faculty while completing the Dementia Live activity. The perspective of stakeholders would strengthen the impact of the results on implementation.
Practical implications
Information gleaned from this study can help inform administrators in education and in practice. CliftonStrengths assessment and Dementia Live simulation activities can be used for administrators, faculty and students in schools of nursing as well as administrators and health-care workers.
Social implications
Information from this study can impact those living with dementia as well as their caregivers.
Originality/value
Most studies involving health-care students and empathy do not delineate between trait and situational empathy. This study is unique in that it measured both and sought a relationship between the two. Determining one's personal attributes such as trait empathy, can help students capitalize on their strengths and ultimately enhance patient care.
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