The case study highlights the evaluation of one campus recreation center in terms of its inclusive design and operation on the basis of physical disability inclusion. Because of the plethora of barriers in campus recreation centers, those with physical disabilities are limited in their recreation choices and do not take part in recreation as their able-bodied counterparts. This study measures, observers, and evaluates one campus recreation center to determine its level of inclusiveness for those with physical disabilities. The AIMFREE survey was conducted along with observations and extensive interviews with staff that run the campus recreation center and those with physical disabilities that have attended the recreation facility. Results from six interviews, a focus group, the AIMFREE survey, and observations have yielded four main themes. The environment lacks inclusivity that results from financial, attitudinal, and social barriers. Attitudinal barriers to inclusivity occur at three main levels: administration, the staff and users of the facility. As a result, the recreation center is also not socially constructed for inclusivity. The goal of this research is to create change in the studied setting. As a result of investigating inclusivity at one recreation center, several areas of improvement emerged and can be used to implement change at campus recreation centers alike.

1 ABSTRACT The aim of the thesis was to explore the approach of schools towards trans and nonbinary students in Czech Republic. The theoretical part presents an analysis and comparison of various approaches to this issue and places it in the context of the Czech educational system. The practical part of the thesis brings quantitative research devoted to the assessment of the whole situation in a comprehensive form from the perspective of trans and nonbinary students themselves, with an extension of qualitative insight. The survey conducted through electronic questionnaires focused on experiences in the field of: school procedure after coming out; solving specific situations; the school's approach to queer and gender themes; safety in the school environment. The research involved 105 people who provided 122 experiences from schools in primary, secondary and tertiary education. The results provided a detailed description of the current situation and its significant diversity, while also pointing to specific problematic aspects and differences in the degree of respect for the identities of students growing along with the level of education. The variability of research results and frequently mentioned disregarding attitudes and approaches correlate with the theoretical finding that there are no officially...

This study investigates the diversification plans and goals of four university or college campuses in California examining the insight and perspectives of their respective administrators. Diversification of the institution has been adopted as a strategic plan or mission goal. The investigation analyzes the strides made toward the goal by investigating the efforts of the institutions in the intercultural training of current staff and faculty. Where best practices for diversification of the institution at every level exist, I will review what is being done and contrast those findings with institutions where a diversification goal exists, but training programs for staff members fall short of industry and scholarly recommendations. An initial literature review shows few works dedicated to staff training in the intercultural arena for such institutions. My final goal is to identify best practices when they exist and examine the gaps in training that institutions may face.

This dissertation makes use of theoretical frameworks drawn from development theory, ecofeminism, climate science, environmental and distributive justice, and human rights to provide gender analysis of climate policy, including climate finance.The problem addressed is that climate impacts are exacerbating food insecurity that is women's responsibility in the global South. First, I use literature in climate science to detail the impacts of climate change on agriculture in Africa and show how this exacerbates women's poverty that is driven already by persistent socioeconomic inequalities and gender bias. I conclude that women as food producers are especially vulnerable to climate impacts on food security. Next, I assess international climate policy through gender analysis of the United Nations Framework Convention on Climate Change (UNFCCC) against other United Nations (UN) gender policies, followed by gender assessment of Ghanaian climate policy. I conclude that both international and Ghanaian policy fail adequately to address gender and women's needs, despite making advances on gender-inclusion and gender-sensitivity since the turn of the century. I then present a case study in climate finance by evaluating the capacity of an Adaptation Fund Project (AFP) in northeast Ghana to meet women farmers' needs. I gather data from Project implementers and intended beneficiaries, i.e. women in village communities, using interviews and focus group discussions. I conclude that the Project is not successful in engaging women and identify reasons for this failure, including slow distribution of funds to implementers, petty corruption, and community gender biases. In the final chapter, I summarize my findings and make recommendations for policy interventions better to meet women's climate adaptation needs in order to maintain food security and avert the humanitarian crises in hunger that are already well underway in Africa.

With the rising societal awareness of inclusivity and accurate representation in films and other forms of media, it has become increasingly important that cultural and sexual diversity are not neglected in the material used in education, especially in English Language Teaching (ELT) where the chosen material is supposed to represent the whole English-speaking world. Previous research often focuses on the difference between national and international textbooks and compares the results between them. While some studies have focused on either cultural or sexual diversity, none have included both and there are not many studies that focus on Swedish ELT. Four textbooks were analysed in this study; Short Cuts to English 1 (2001), Streams 1 (2004), Pick & Mix 1 (2013), and Blueprint A (2017). Inclusivity and representation of cultural and sexual diversity were analysed using three models. Analytical methods focused on the aesthetic and sociological senses of culture, the circles of countries, and the levels of heteronormativity in the textbooks. Ourfindings show that there is a lack of inclusivity and representation of sexualities other than heterosexuality, and that even for culture there is a lack of inclusivity outside of English-speaking countries. Results indicate that the four textbooks used in this study did not display a high level of inclusivity regarding sexual diversity. Although still small, levels of inclusivity and representation of different cultures were greater.

Knowledge regarding accessibility adaptations in web design in order to benefit and include people with disabilities in today's digital society is an important cornerstone in the work of minimizing the digital divide. Such features include enlarging or reducing text, distinct navigation, alt-texts, ensuring high contrast between foreground and background. Web design also needs to be compatible with commonly used aids. Previous studies show that there is a lack of accessible websites (Hewitt & Yingchen, 2021), thus proving proof of limited knowledge regarding accessibility adaptations amongst designers and developers (Ferati & Vogel, 2020). The digital divide may increase and more people may feel excluded and discriminated against unless this doesn't change soon (Post och telestyrelsen, 2019). This study aims to explore whether the lack of knowledge among designers and developers affects the digital divide.

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The following study is interested in questions of diversity and inclusiveness in Marissa Meyer's Lunar Chronicles, a tetralogy of best-selling young adult fairy tale revisions comprised of Cinder (2012), Scarlet (2013), Cress (2014), and Winter (2015). Scholars have expended significant energy defining the fairy tale, tracing its history and development, and analyzing 20th-century adult fairy tale revisions informed by second-wave feminism. However, little scholarly attention has been paid to young adult fairy tale revisions of the 21st Century and less still on The Lunar Chronicles. This study begins the work of filling that gap. Through a close reading of The Lunar Chronicles, I argue that Meyer's tetralogy is an influential, complex, and thematically comprehensive example of an ongoing shift away from feminist fairy tale revisions for adults toward young adult fairy tale revisions that focus on diversity and inclusiveness. My project begins with a chapter situating Meyer's work in the context of existing fairy tale scholarship and the burgeoning emphasis on diversity in contemporary American culture and young adult publishing. The following three chapters provide, respectively, a close reading of The Lunar Chronicles focused on racial identity, gender and sexuality, and disabilities. In showcasing more recent YA fairy tale retellings, the final chapter seeks to draw some tentative conclusions about the continuing importance of diversity and inclusiveness in an evolving genre of reimagined fairy tales for a young adult audience. / Master of Arts / In her bestselling young adult science fiction tetralogy The Lunar Chronicles (2012-2015), Marissa Meyers reimagines four classic fairy tales: "Cinderella" (Cinder), "Little Red Riding Hood" (Scarlet), "Rapunzel" (Cress), and "Snow White" (Winter). Meyer's work continues a tradition of revising traditional fairy tales. Disney's Princess franchise of reimagined fairy tales has essentially defined the genre for generations of American children, while Angela Carter's adult fairy tale revisions challenged its patriarchal orientation in the wake of second-wave feminism. In my detailed textual analysis of The Lunar Chronicles, I argue that Meyer's tetralogy is a relatively early, influential, and comprehensive example of a developing wave of specifically young adult fairy tale retellings that reflects a growing focus on issues of diversity and inclusiveness in 21st-century America. My project begins with a chapter that places Meyer's work in historical context, focusing on the development and definition of the fairy tale and presenting a brief overview of previous approaches to fairy tale revision. In the next three chapters, I analyze The Lunar Chronicles as it complicates questions of, respectively, race, gender and sexuality, and disability. My project concludes with a brief overview of young adult fairy tale retellings of the last decade, exploring how the genre continues to engage with questions of diversity and inclusiveness.

Yes / This research investigates the perceived clarity and usefulness of infographic versus traditional text-based assessment guidelines among undergraduate nursing students with and without specific learning difficulties (SpLDs). Through quantitative analysis, the study reveals that undergraduate nursing students with SpLDs significantly prefer infographics over text-based guidelines, both in terms of clarity and usefulness (p < .001). Interestingly, there were no statistically significant differences in the perceptions of students without SpLDs. These findings suggest that the use of infographics as a tool for presenting assessment guidelines could contribute to more inclusive educational practices. The research further highlights the potential of infographics to not only make complex information more accessible but also to cater to diverse learning needs. As higher education institutions strive to be more inclusive, adapting assessment guidelines to suit the varied learning styles and cognitive needs of all students, particularly those with SpLDs, becomes increasingly important. This paper provides initial evidence to support the adoption of infographic-based assessment guidelines as a step towards achieving this goal.

Lululemon, a leading brand name in the athletic apparel field, has been promoting community building on its official media channels as part of its IDEA concept, Inclusion, Diversity, Equity, and Action. This thesis examines the visual strategies Lululemon employs to advocate for body type inclusivity and diversity on its official Instagram account by using its female Ambassadors representatives. It also explores the audience’s reaction to this promotional activity. We used visual analysis methods and semiology to analyse and interpret the photographs posted in the context of the Ultramarathon event for Women’s Day, 2024 and examine whether and how they incorporated the company’s IDEA concept. We also used netnography to record, analyse, and interpret the comments posted by the followers of the Lululemon account in response to this event. Ambassador models of all origins and sizes were shown in the photographs as dedicated and strong in achieving their goals, deviating from media stereotypes. The comment analysis showed that, while on the whole, the Ultramarathon was regarded in a positive light and was saluted for furthering inclusivity and diversity, Lululemon’s external business practices overshadowed the promoted IDEA concept and reduced its impact. The findings of this study are essential for understanding the strategies brands utilise to promote their products via social impact and how audiences affect the outcome and success of such endeavours.