2 resultados para Client and Employee Perceptions
em Digital Commons - Michigan Tech
Resumo:
Worldwide, rural populations are far less likely to have access to clean drinking water than are urban ones. In many developing countries, the current approach to rural water supply uses a model of demand-driven, community-managed water systems. In Suriname, South America rural populations have limited access to improved water supplies; community-managed water supply systems have been installed in several rural communities by nongovernmental organizations as part of the solution. To date, there has been no review of the performance of these water supply systems. This report presents the results of an investigation of three rural water supply systems constructed in Saramaka villages in the interior of Suriname. The investigation used a combination of qualitative and quantitative methods, coupled with ethnographic information, to construct a comprehensive overview of these water systems. This overview includes the water use of the communities, the current status of the water supply systems, histories and sustainability of the water supply projects, technical reviews, and community perceptions. From this overview, factors important to the sustainability of these water systems were identified. Community water supply systems are engineered solutions that operate through social cooperation. The results from this investigation show that technical adequacy is the first and most critical factor for long-term sustainability of a water system. It also shows that technical adequacy is dependent on the appropriateness of the engineering design for the social, cultural, and natural setting in which it takes place. The complex relationships between technical adequacy, community support, and the involvement of women play important roles in the success of water supply projects. Addressing these factors during the project process and taking advantage of alternative water resources may increase the supply of improved drinking water to rural communities.
Resumo:
This project consists of a proposed curriculum for a semester-long, community-based workshop for LGBTQIA+ (lesbian, gay, bisexual, trans*, queer or questioning, intersex, asexual or ally, "+" indicating other identifications that deviate from heterosexual) youth ages 16-18. The workshop focuses on an exploration of LGBTQIA+ identity and community through discussion and collaborative rhetorical analysis of visual and social media. Informed by queer theory and history, studies on youth work, and visual media studies and incorporating rhetorical criticism as well as liberatory pedagogy and community literacy practices, the participation-based design of the workshop seeks to involve participants in selection of media texts, active analytical viewership, and multimodal response. The workshop is designed to engage participants in reflection on questions of individual and collective responsibility and agency as members and allies of various communities. The goal of the workshop is to strengthen participants' abilities to analyze the complex ways in which television, film, and social media influence their own and others’ perceptions of issues surrounding queer identities. As part of the reflective process, participants are challenged to consider how they can in turn actively and collaboratively respond to and potentially help to shape these perceptions. My project report details the theoretical framework, pedagogical rationale, methods of text selection and critical analysis, and guidelines for conduct that inform and structure the workshop.