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Countries have implemented various migration policies targeting the migrants' economic and political integration and social inclusion. However, little is known about the impact of migration policies on migrants' participation in socio-cultural activities and their link with well-being. The first aim of this study is to explore the effect of the Migration Act of 2000 in Germany on participation in socio-cultural activities of first-generation migrants. The second aim is to examine the impact of socio-cultural activities on subjective well-being (SWB), measured by life satisfaction, and how it is compared between first-generation immigrants and natives.

The Migration Act of 2000 was extended in 2005 to provide permanent residence permits to high-skilled migrants and deliver cultural orientation and German language courses. The author will implement a Difference-in-Differences (DiD) methodology comparing the relationship between socio-cultural participation and SWB of first-generation immigrants and natives.

The results show that while first-generation immigrants participate less frequently in the socio-cultural activities explored, they experience an increase in participation after the implementation of the 2000 Migration Act. Furthermore, migrants report lower levels of SWB than natives, but their life satisfaction significantly improves with the increase in socio-cultural participation.

The findings of this study have implications for researchers and policymakers, such as income, education and employment promoting migrant integration. Providing employment opportunities and a permanent residence permit, cultural participation, and thus, the integration of migrants can be successfully achieved.

While there is a long debate about the effectiveness of migration integration policies, this is the first study investigating the effect of the Migration Act of 2000 on migrants' socio-cultural participation and well-being.

The effects of disability are well recognised by the social security systems worldwide. This study aims to examine the disability and health-related costs of Syrian migrants in Turkey using the standard of living (SoL) approach.

The empirical analysis relies on primary data collected from 1,067 Syrian migrants in Turkey, and the author applies the ordered Probit model. The SoL is operationalized by frequency of attendance to a Turkish theatrical play or movie, inviting Turkish friends for food and attending a theatrical play or movie with Turkish friends.

The findings show that health problems and disability are negatively related to the frequency of participation in socio-cultural activities. Moreover, employed, wealthier and educated Syrian migrants participate more frequently in the social and cultural activities explored.

The results show that the costs range between 9% and 38%, which translates in monetary values between 3,700 and 10,700 Turkish Liras (TL) per annum or between US$530 and US$1,530 expressed in 2020 values. These findings highlight the significant cost and burden that disability and health problems may put in migrant households.

Policies encouraging immigrants to participate in socio-cultural events, particularly those with disabilities and health issues, may promote their integration into the host society’s social and cultural values. Furthermore, policies improving employment opportunities, income and educational attainment of Syrian migrants may enhance their participation in socio-cultural activities.

To the best of the author’s knowledge, this is the first study exploring the disability and health costs of migrants related to integration and participation in cultural activities.

Previous studies have used language proficiency, citizenship, labour indicators, educational outcomes and political rights as measures of migrants’ socio-cultural integration. However, little is known about the migrants’ participation in volunteering activities, music concerts, theatrical plays and artistic activities, among others, and how this is compared to the participation of natives, defined as people of German descent and born in Germany. The study aims to investigate and compare the cultural and social involvement between migrants and natives.

The analysis relies on information from the German Socio-Economic Panel Survey (GSOEP). Panel data models, in particular, the random-effects ordered Logit model, are utilised because the investigated outcomes are recorded in frequency and are ordered variables. The authors compare the participation in socio-cultural activities among immigrants of the first, second and 2.5 generations.

The findings indicate that first-generation immigrants are less likely to engage in various socio-cultural activities. However, the 2.5 generation immigrants are more active than the native population, as this generation of immigrants participates more frequently.

The findings highlight the importance of fostering interaction between natives and immigrants in the workplace and the social and cultural realms. Participation in social and cultural activities may increase intercultural awareness and contribute to the eradication of bias and prejudice.

To the best of the authors’ knowledge, this is the first study to use a large panel dataset to compare the participation of natives and migrants in various social and cultural activities. In addition, this is the first study to analyse second and 2.5-generation immigrants.

The purpose of this paper is to see whether the government subsidized microfinance program has been able to expand physical, economic, political and socio-cultural spaces across castes, creeds and religious beliefs.

The District of Murshidabad, West Bengal, India has been chosen as field of investigation. Initial survey was conducted in 2006. Same households were resurveyed in 2008. Therefore, the data are two period panel data. During survey a stratification was done according to socio-cultural status. To remove unobserved heterogenity, difference in difference method has been applied.

The program has been found to succeed in impacting upon physical, economic and political components of empowerment, but has failed to expand socio-cultural spaces of four socio-religious communities (SRCs) namely, upper castes, other backward castes, schedule castes (SCs) and Muslims (Ms). This study also examines the impact of the program on different measures of empowerment across SRCs, and shows that program participation has significant impact on the likelihood of empowerment for members of UC community.

Participation in SGSY program enable women to negotiate gender barriers, increase their control over their own lives, and improve their relative position in their households, though to some extent. But we do not mean to suggest that participation in SHGs is the only panacea to gender subordination. The authors acknowledge the need for consciousness raising, organizing and struggling for women’s right for women empowerment.

There is hardly any study measuring the empowerment potential of microfinance program across SRCs.

First, the income elasticities are calculated for different levels of income, for both the decision to spend money on sports and the amount of money that is spent. Second, the study researches whether different operationalisations of income (i.e. family versus personal) result in different elasticity values. Third, the effect of sports-specific and non-sports leisure variables on sports participation is investigated.

A representative dataset of 3,775 adults is used containing a wide variety of leisure characteristics, gathered by means of a face-to-face survey. By means of a Tobit regression model both the determining factors of sports expenditure and the income elasticities are analysed.

For lower income individuals, a rise in income has a relatively bigger influence on the probability to spend money on sports participation, than is the case for higher income individuals. A positive relationship is found with sex (male), education, number of minutes and disciplines of sports and membership of a socio-cultural organisation, while age, watching TV and attending cultural events have a negative effect.

The study provides evidence that income-based segmentation of sports participants could turn out to be an efficient policy tool. By lowering the monetary-burden for lower incomes, it can be expected that participation rates can be raised efficiently.

For the first time the relationship between income and expenditure is explored for different levels of income and for two operationalisations of income. Moreover, the inclusion of non-sports leisure variables allows investigating relationships between sports consumption and other leisure activities.

A Delphi study was conducted to identify the critical variables of successful implementation of sustainable road infrastructure projects (SRIPs) in developing countries, determine the reasons for the various viewpoints held by infrastructure development professionals, determine what motivates and pushes the infrastructure sector to pursue sustainability, and determine the factors that could impact the implementation of a project for sustainable road infrastructure. Expert feedback was used to determine values for these metrics and indicators, and most of the panellists reached a consensus on the final decision. Statistical methods were used to determine whether there was a general agreement with respect to the statements and questions asked. The findings of the study were presented alongside its overarching principles. The most important criteria for SRIP implementation were socio-cultural sustainability, economic sustainability, environmental sustainability, and engineering performance, with little consensus on environmental sustainability and public participation. The primary purpose of this study was to identify the most crucial determinants of effective SRIP implementation in low-income nations. Interquartile deviation (IQD) values ranged from 7.0 to 8.1, but IQD values varied from 2.00 to 3.00. Thirty-one environmental sustainability indicators were assessed as important or very important, with 26 out of 30 having IQD values between 0.00 and 1.00. Six sub-attributes were deemed extremely significant and four important when experts examined institutional sustainability, with no consensus on the final four indications (IQD 1). Fourteen of twenty-one Public Participation Indicators were deemed ‘major’ by panellists for SRIP implementation, with consensus among experts. Ten factors contribute to diverse perceptions of sustainability, with only 2 deemed crucial and 18 deemed important. The four most essential indicators of successful SRIP implementation are VHI: 9–10). The other seven criteria were crucial because their median scores were between 7.00 and 10. The Delphi survey explained why various individuals in the infrastructure industry have divergent views on what it means to be sustainable. Twenty-one factors were identified as contributors to divergent perspectives on sustainability among infrastructure industry stakeholders. The Delphi survey also established the factors that affect the success of SRIP implementation in low-income countries, leading to the development of the conceptual SRIPI model.

Over the last 50 years the social legitimacy of public relations has improved by standardising and monitoring the education and training of its practitioners. While successful in developing a professional development trajectory from novice to competent practitioner, the profession has struggled to fully understand the development trajectory of its senior public relations practitioners. The diversity of occupational contexts in which public relations is practised, the condition of professional seniority and the knowledge and tools required for working at occupational boundaries is challenging for senior public relations practitioners. It is also a challenge therefore, for the profession to develop and support the learning required for senior practice beyond competency frameworks. The paper aims to discuss these issues.

This paper employs socio-cultural learning theory and supporting empirical evidence gained in semi-structured interviews with senior practitioners in the field to explore what senior practice entails and how senior professionals learn.

Communities of practice is useful for understanding novice practitioner learning but has insufficient explanatory power for understanding senior practitioner learning. There is an urgent need for support for senior public relations learning that moves beyond reified competency frameworks and enables senior practitioners to function autonomously outside the core community of practice. Seniority requires its learners to embrace uncertainty and confront the challenge of creating new knowledges and in the everyday practices of their professional lives.

“Communities of practice” has been influential in the fields of management and organisations (Bolisani and Scarso, 2014). This paper employs the idea of a learning process that takes place in “constellations of practices” (Wenger, 1998) to offer a view of senior practice as boundary dwelling (Engestrom, 2009) rather than boundary spanning and learning as situated (Lave and Wenger, 1991) in the liminal spaces those boundaries provide.

This paper seeks to identify and develop an exploratory framework for conceptualising how teachers might use the affordances of Web 2.0 technologies to support their own professional learning.

The paper draws on a large corpus of literature and recent research evidence to identify the principal elements and features of professional learning and the underlying affordances of Web 2.0 technologies and applications. It generates an exploratory conceptual framework based on the emerging findings from this review using a socio‐cultural theoretical perspective. The framework is explored through three individual illustrations which are drawn from a much larger case study which the author is undertaking within a newly established Academy in the North of England.

The findings indicate that there is potential value in exploring professional learning with Web 2.0 technologies in the ways described. The framework offers an exploratory instrument to examine how professional learning for teachers could be supported with Web 2.0 technologies in ways that might have significant benefits over traditional methods of continuing professional development (CPD).

The potential value and affordances of Web 2.0 technologies for teachers' professional learning are largely unexplored and under‐theorised, and this work seeks to establish a framework for further discussion and empirical exploration.

This chapter draws on data from a qualitative study examining the extent to which children and young people age 7 to 17 are able to participate and influence matters affecting them in their home, school, and community. It was commissioned by the Department of Children and Youth Affairs in Ireland to inform the National Strategy on Children and Young People’s Participation in Decision-Making, 2015–2020. Utilising Lundy’s (2007) conceptualisation of Article 12 of the UN Committee on the Rights of the Child and Leonard’s (2016) concept of generagency, this chapter will examine children and young people’s everyday lives and relationships within the home and family in the context of agency and structure.

In the study, home was experienced by children generally as the setting most facilitative of their voice and participation in their everyday lives reflecting research findings that children are more likely to have their initiative and ideas encouraged in the family than in school or their wider communities (Mayall, 1994). Key areas of decision-making included everyday consumption activities such as food, clothes, and pocket money as well as temporal activities including bed-time, leisure, and friends. This concurs with Bjerke (2011) that consumption of various forms is a major field of children’s participation. Positive experiences of participation reported by children and young people involved facilitation by adults whom they respected and with whom they had some rapport. This locates children as relational beings, embedded in multiple overlapping intergenerational processes and highlights the interdependency between children’s participation and their environment (Leonard, 2016; Percy-Smith & Thomas, 2010).