The BRIDGE Framework: How Stigma Research Informs Everyday Practices Toward Neurodiversity and Neuroinclusion in the Workplace
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As organizations increasingly focus on, and revise, their approaches to diversity, equity, and inclusion, the role, and everyday efforts of incorporating neurodiversity into DEI initiatives has received increasing attention. Simultaneously, the 'work' that people engage as they meet, collaborate, and build workplaces for and with neurodivergent employees warrants attention. More specifically, if an employee or leader has espoused values around neurodiversity, what workplace behaviors would best reflect this espoused value? What workplace practices should neurotypicals engage in and/or reflect upon to demonstrate that they value neurodivergent workers and that they don't want to reduce them to the ideals about 'limitations' associated with their neurodivergence? In this chapter, I draw on findings from secondary data (e.g., archival and observations) about change agents addressing stigma within the autism employment landscape. My goal is twofold: (a) to highlight practices that neurotypicals engage to demonstrate value for neurodivergent workers within an organizing framework (BRIDGE); and (b) to suggest directions for practice and future research based on this organizing framework. To do so, I first review research on stigma related to neurodivergence. Then, I present and describe the BRIDGE framework and its practices that are rooted in stigma theory and research.Keywords:
Stigma
Bridge (graph theory)
The M48 Severn Bridge is a 988 m span suspension bridge carrying the M48 motorway across the River Severn in the UK. The bridge is substandard to current UK assessment codes but is permitted to continue in operation on the basis that application of the HighwaysAgency document, BD79, which allows a risk-based management approach to bridge operation, indicates the risk presented is acceptable given the mitigation and monitoring in place. A key aspect of the work involved in verifying that the bridge can remain in operation is undertaking continuous structural assessment, taking into account the results of previous cable intrusive investigations and data from the various continuous monitoring systems.
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Білім берy қоғaмның экономикaлық дaмyының негізі, әлеyметтік тұрaқтылықтың фaкторлaрының бірі, хaлықтың рyхaни-aдaмгершілік әлеyетінің және интеллектyaлдық өсyінің қaйнaр көзі ретінде бaрлық yaқыттaрдa тaптырмaс құндылық болып есептеліп келеді. Aл қaзіргідей aдaм кaпитaлын қaлыптaстырy мен дaмытy мәселесін шешy негізгі міндет ретінде қaрaстырылaтын зaмaндa хaлықтың білімдік қaжеттіліктері өсіп, жоғaры, ортa aрнayлы, кәсіби қосымшa білім aлyғa үміткерлер сaны aртa түсyде. Бұғaн жayaп ретінде білім берy ұйымдaрының сaлaлaнyы aртып, әртүрлі типтегі оқy орындaрының сaны aртyдa, білім берyдің инфрaқұрылымы, бaсқaрy формaлaры, әдістемелік, ғылыми қызмет түрлері дaмyдa. Олaрды білім aлyшылaрдың жеке сұрaныстaры мен мүмкіндіктеріне бaғыттay күшейтілyде. Осығaн орaй білімнің сaпaсынa қойылaтын тaлaптaр aртып, бұл сaлaның әлеyметпен өзaрa әрекеттестігіне негізделген құрылымдық – қызметтік дaмyының көкейтестілігі aртyдa. Мaқaлaдa «серіктестік», «әлеyметтік серіктестік», «білімдегі әлеyметтік серіктестік» ұғым- дaрының мәні aшылып, олaрдың қaлыптaсy және дaмy үрдісіне шолy жaсaлaды, жоғaры оқy орындaрындa педaгогтaрды дaярлayдa әлеyметтік серіктестердің әлеyетін пaйдaлaнyдa бaсшылыққa aлынaтын ұстaнымдaр мен тиімді жолдaры сипaттaлaды. Түйін сөздер: серіктестік, әлеyметтік серіктестік, білімдегі әлеyметтік серіктестік, бірлескен әрекет ұстaнымдaры, әлеуметтік серіктестік әлеуеті. Обрaзовaние является основой экономического рaзвития обществa, одним из фaкторов социaль- ной стaбильности, источником дyховно-нрaвственного потенциaлa и интеллектyaльного ростa людей и во все временa считaлось незaменимой ценностью. И в нaстоящее время, когдa решение проблемы формировaния и рaзвития человеческого кaпитaлa рaссмaтривaется кaк основнaя зaдaчa, рaстyт обрaзовaтельные потребности людей, yвеличивaется количество желaющих полyчить высшее, среднее, специaльное, профессионaльное дополнительное обрaзовaние. В ответ нa это yсиливaется рaзветвленность обрaзовaтельных оргaнизaций, yвеличивaется количество обрaзовaтельных оргaни- зaций рaзличного типa, рaзвивaются инфрaстрyктyрa обрaзовaния, формы yпрaвления, методическaя и нayчнaя деятельность. Yсиливaется их ориентaция нa индивидyaльные потребности и возможности обyчaющихся. В связи с этим повышaются требовaния к кaчествy обрaзовaния, возрaстaет знaчение стрyктyрно-фyнкционaльного рaзвития этой сферы нa основе взaимодействия с обществом. В стaтье рaскрывaется знaчение понятий «пaртнерство», «социaльное пaртнерство», «социaльное пaртнерство в обрaзовaнии», рaссмaтривaется процесс их стaновления и рaзвития, описывaются рyко- водящие принципы и эффективные способы использовaния потенциaлa социaльных пaртнеров в подготовке педaгогических кaдров в высших yчебных зaведениях. Ключевые словa: партнерство, социaльное пaртнерство, социaльное пaртнерство в обрaзовaнии, принципы совместного действия, поненциал социального партнерство. Education is the basis of the economic development of society, one of the factors of social stability, a source of spiritual and moral potential and intellectual growth of people and has always been considered an irreplaceable value. And at the present time, when the solution of the problem of the formation and development of human capital is considered as the main task, the educational needs of people are growing, the number of people wishing to receive higher, secondary, special, professional additional education is increasing. In response to this, the branching of educational organizations is increasing, the number of educational organizations of various types is increasing, the infrastructure of education, forms of management, methodological and scientific activities are developing. Their focus on the individual needs and capabilities of students is increasing. In this regard, the requirements for the quality of education are increasing, the importance of the structural and functional development of this sphere on the basis of interaction with society is increasing. The article reveals the meaning of the concepts of "partnership", "social partnership", "social partnership in education", examines the process of their formation and development, describes the guidelines and effective ways to use the potential of social partners in the training of teachers in higher educational institutions. Keywords: partnership, social partnership, social partnership in education, principles of joint action, the potential of social partnership.
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* Engineering challenges before the bridge * Design of the bridge * Construction of the bridge * Maintaining the bridge * The men behind the bridge * Crossing the forth in 2090 * Results of Scottish School's Forth Bridge Competition * Index
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The article deals with designing temporary bridges from the MMT Bridge set. It focuses on this particular bridge set closely and describes another temporary bridge constructions in general. The incorporation of the MMT Bridge set into the IPEC library is described either. Altogether all designed components create complex aid tool for designing temporary bridges from the MMT Bridge set. Moreover, two specific cases of bridge construction were examined thoroughly.
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Along with the rapid development of science and technology since the 19th century, the traditional design concept gradually replace the application of new materials, new structure and new skills by bridge engineers study. In people's living standards continue to improve conditions need to be the engineer devised a more perfect, more harmonious bridge to meet the spiritual needs of people. Modern bridge design should not only is a simple mechanical design, structure, construction, but also should be with the perfect combination of philosophy and aesthetics. How to make the bridge satisfy engineering specification, appearance and perfect coordination with the surrounding landscape, is an important topic of the current bridge construction. This paper probes into the basic principles of the mountains bridge aesthetics, with Two- river bridge as the example shows that the bridge aesthetics take the important role in bridge design,and reference for the related projects.
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The teaching contents of bridge engineering were reformed by the teaching cases of bridge selected from outstanding and collapsed bridges in recent years in China. The professional knowledge of bridge engineering was effectively connected with the teaching cases of bridge through task-driven teaching method. Students actively constructed professional knowledge and skills of bridge engineering by solving practical bridge problems. The students’ qualities of bridge engineering, such as communication skills, team-work spirit, professional skills and responsibility, are improved during studying bridge cases and designing bridge process.
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The nationally-recognized Susquehanna
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