Search

The article offers information on the Chinese joss paper tradition for art educators. Particular focus is given to how this paper tradition can be implemented into multicultural or integrative education programs. Additional topics discussed include how art education can increase cultural awareness, the spiritual aspects of the joss paper tradition, and how paper money is burned in the joss tradition as an offering to deceased ancestors.

Every year several hundred non-geology majors, mostly juniors and seniors, take our Environmental Geology classes (Geology 300) to meet their Upper Division General Education course requirements. In order to encourage environmental curiosity and personal responsibility, in lieu of a traditional term-paper, a 30-page homework packet, which is based on ongoing environmental issues and realistic data, has been developed. The packet was initiated in the spring semester of 2002 and has been revised several times to reflect top environmental issues, the course's general requirements/expectations, students' writing and mathematical skills and their general environmental background knowledge. Through the assessment of this newly developed packet, although more than half of the students surveyed (58.8%) indicated that the packet is more challenging than doing a traditional term paper and some had difficulties with mathematical sections of the packet, 88.7% of those surveyed recommended the continuation of the packet. The packet contains several components in which the students are given the opportunity to conduct research on some specific local environmental issues and through their documentation to advance their writing and mathematical skills. Through up to four in-class small group 30-minute discussions, the students help each other to improve their mathematical skills and exchange ideas on understanding the related concepts and initiate original discussions on various environmental issues. The packet is flexible enough to be readily adapted to other geographical regions and various educational levels. [ABSTRACT FROM AUTHOR]

The authors of the three papers in this issue discuss and analyze the practice underlying "critical exploration," a research pedagogy applied in common within their separate art, science, and teacher education classrooms. Eleanor Duckworth developed critical exploration as a method of teaching by involving students so actively and reflectively with a subject that they have "wonderful ideas" that arise from their own questioning. Teachers who encourage critical exploration support their students in encountering complex materials, experiencing confusion, considering multiple possibilities, and constructing new understandings. Teachers refrain from providing answers, or even implying that there is an acceptable answer or technique, and instead facilitate the personal process of development that Jean Piaget, Bärbel Inhelder, and others documented and analyzed. Applying Piaget's findings requires teachers to sustain what David Hawkins described as "triangular relationships" of trust and respect among teacher, learners, and subject matter. The three classroom studies that follow narrate these exploratory qualities in the contexts of middle school girls learning Chinese brush painting, undergraduates investigating mirrors, and teacher education students exploring seeds, pendulums, and the moon. In teaching art and science via critical exploration, curiosity and a sense of beauty reinforce one another, and open a window into the processes of—and connections between—art and science. [ABSTRACT FROM AUTHOR]

Copyright of Studies in Conservation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Public sector accounting education (PSAE) has recently attracted increasing attention from both scholars and practitioners. Nonetheless, there is still an education/practice gap that undermines public servants' ability to face the complexity of the current working environment. This paper reviews and critiques the PSAE literature, identifies the main practical issues affecting the field, and outlines how education providers can improve formal and non-formal curricula and training. Results reveal that the exploratory nature of a large part of the PSAE research and the lack of a practical perspective able to bridge the gap between PSAE and the requirements in practice of the current public sector context demonstrate the pressing need to develop the topic and how it is investigated. The present review is one of the first attempts to investigate PSAE with a focus on the practical approaches that could be used for the development of graduates and public servants' accounting competencies. [ABSTRACT FROM AUTHOR]

The article reports on the development and use of behavioral objectives for improving the field experiences in student teaching presented by the Directors of Student Teaching at the State of Illinois Colleges and Universities, both private and public institutions. A form of position paper regarding this importance issue was made to present the opinions of the directors. The behavioral objective is to examine narrowly the work of the beginning teacher and focus attention on defined skills and behaviors to be achieved. The development and use of behavioral objectives are one approach on the problem of making pertinent efforts on improving the teaching education.

The OECD countries have been experiencing fall in fertility and rise in female labour force participation. Based on panel regression analysis with interaction and mediation effect, this paper found that the negative impact of fertility on female labour force participation can be mitigated by the investment in education and health, with such investment having only a direct effect on female labour force participation without first influencing fertility. Female secondary school enrolment promotes female labour supply regardless of the level of education development. Therefore, policies on human capital investment and childrearing encouragement can be simultaneously implemented to promote female labour supply. [ABSTRACT FROM AUTHOR]

The observed association between household income and children's education cannot be interpreted as causal in the existence of potential income endogeneity. The non-natural factors often infringe on the orthogonality condition, even if they satisfy the relevance condition. Utilising a farm household survey, saline soil, and rainfall data from Thailand, this paper exploits natural experiments using actual natural factors as an instrumental variable to find valid instruments and check the robustness of the results using many estimators. The results show that, among the nine instrumental variables, rainfall amount and rainfall deviation are valid instruments for establishing the causal effect of income on a child's education. [ABSTRACT FROM AUTHOR]

The school subject home economics (HE) provides education on food, meals, and sustainability. Drawing on observations and interviews with eight Swedish HE teachers during 2018, this paper conceptualizes HE as an ambiguous perceived space between the conceived space of state-controlled learning goals and the lived space of a traditional Swedish, feminine, middle-class home. The subject's focus on cooking and housework lowered its status and marginalized it from the rest of the school. It seemed in constant threat of neglect and dissipation, which together with the chaotic nature of student cooking gave rise to a need for order and control. This extended to norms surrounding food, cooking, and eating that blurred the line between knowledge content and value judgments. Based on these findings, I suggest that HE is permeated not only by the social, ecological, and economic sustainability perspectives of the syllabus but also a fourth – cultural sustainability – which is not explicitly defined but rather underpins the subject in the form of a hidden curriculum. [ABSTRACT FROM AUTHOR]

This paper draws on recent doctoral research examining how students aged 12–14 make sense of the Holocaust during their history lessons on the topic. The research was ethnographically informed, and explored, through observing the 'real life situation' [Yin, Case Study Research, 2] of their history lessons, how students' ideas about the Holocaust developed over time. The author is a former history teacher, conducting an ethnographically informed study in classrooms which were not their own, which required transitioning from teacher to researcher. This article is a reflexive [Brewer, Ethnography, 130–133] discussion of the challenges experienced making this transition. [ABSTRACT FROM AUTHOR]

In this study, the difference between fine motor skills and attention levels of children with mild intellectual disabilities (MID) who get education in inclusive classrooms and special education schools and the relationship between fine motor skills and attention levels were analysed. A total of 176 children with MID between the ages of 9–14, who get education in inclusive classrooms (n = 96) and special education schools (N = 80), participated in the study. Bruininks–Oseretsky Test of Motor Proficiency-Second Version (BOT-2) and Bourdon Attention Tests were applied as data tools. Fine Motor Precision (FMP), Fine Motor Integration (FMI) and Attention levels of the children in inclusive classrooms were higher than those who get education at special education schools (p <.05). In all parameters of the children of inclusive classrooms and special education schools (except the parameters of FMP-6: Folding Paper and FMI-8: Copying Overlapping Pencils), there was a positive correlation between attention and fine motor skill values (p <.05). The fact that children with MID get inclusive education with typically developing peers contributes more to these individuals in terms of fine motor skills and attention parameters. However, more extensive work is needed in this field. [ABSTRACT FROM AUTHOR]

Until today, the most accepted notion about the coinage of visual literacy as a concept has been credited to John Debes in the late 1960s. In this paper, the authors describe the use of available digital tools to unearth a history of the concept of visual literacy in education that precedes in roughly 30 years these events. These overlooked years shed light on the role of technology, policy and industrial intervention have played in the development of a concept that has only increased in relevance and popularity within education over the last decades. This paper also invites the reader to consider the potential of previously unavailable tools to revisit and re-examine the events that have shaped and will continue to shape the landscape of education. [ABSTRACT FROM AUTHOR]

This paper considers how the Auschwitz Birkenau State Museum is experienced by teenage visitors on organized visits with the Holocaust Educational Trust (UK). The findings presented are based on semi-structured interviews with twelve 17 year olds, exploring their emotional engagement with the sites and how they perceive and understand this emotional interaction. The findings suggest that young people experience their visit in a variety of ways, and that this is an incomplete and ongoing process in their learning. The paper raises a number of considerations for educators taking educational visits to the museum, to support pupils in their learning. [ABSTRACT FROM AUTHOR]

Otitis Media (OM) is an important global issue that can have a long-lasting impact on a child's life. There is no easy fix! For a family who has a child with OM, the ramifications can be short term and have minimal consequences, or they can be very complex and involve medical, educational, behavioural and wellbeing issues, and may even be life-threatening. Navigating diagnosis and then the combinations of interventions in all areas is just the start of a very daunting journey. As a preventable disease, we have the opportunity to make a difference. This paper presents the development and implementation of the Hear our Heart Ear Bus Project (HoHEBP) within a regional city in western New South Wales (NSW), Australia. The HoHEBP supports families of Australian Indigenous and non-Indigenous children with OM through a transdisciplinary approach incorporating health and education, in partnership with families and communities to ensure the best possible outcomes for children and young people. We present how the HoHEBP provides a unique vehicle for change in the way we approach OM as a transdisciplinary team. Longitudinal data from 2014 to 2019 shows that numbers of children and young people being tested and diagnosed with OM, and referred to medical and educational specialists through the HoHEBP have increased, with over one third identifying as Indigenous (in this paper Indigenous is used respectfully to refer to Australian Aboriginal and Torres Strait Islander peoples). [ABSTRACT FROM AUTHOR]

Background: The Asenze study has the long-term goal of promoting better physical, cognitive and psychosocial functioning of children in a rural area in KwaZulu-Natal, 50 km from Durban, with a view to planning interventions to promote growth and development for very young children. The specific objective in this paper was to provide information for the Child Health and Development project of the Valley Trust to assist with intervention planning. The broader goal was to assess developmental delays in communities ravaged by the HIV epidemic. The Asenze study was designed in two phases from 2008 and 2012. The current paper reports on 1 581 4–6-year-old children in the baseline phase (2008–2010) in the five adjacent tribal areas in the study area. Method: The participants included all the 4–6-year-olds whose parents had consented to inclusion in the project and their caregivers. Data were derived from a brief questionnaire administered in the homes of participants, and subsequently from medical and psychological assessments of the children and their caregivers at the Asenze clinic. The association between child factors and other factors (geographic area, socioeconomic status (SES), parental level of education, the child's preschool education) on the one hand, and the child's cognitive performance (as measured by the Grover Counter and subtests of the KABC-11) were analysed. Linear regression models were employed to determine which predictor variables of interest in a model were associated with the children's cognitive scores as the dependent variables. Results: Based on the data, the principal factors associated with children's cognitive outcomes were height-for-age z-score (HAZ), preschool education and the area of residence. Generally children who had low cognitive scores were more often stunted (as defined by the WHO anthropometric tables), had not had preschool education, and came from areas less favourable in terms of local infrastructure and access to employment opportunities and arable land. Conclusion: The finding from this cross-sectional analysis of baseline data showed that in addition to height for age and preschool education, which are commonly thought to impact on cognition, the local authority area where the children lived was associated with their scores on cognitive tests. This has implications for intervention planning. The functioning of local government in promoting the type of community development that will protect the rights of children should be taken into account. [ABSTRACT FROM AUTHOR]

Course descriptions from Spanish and Latin American studies departments in Australian universities operate as both curriculum documents and promotional materials. As a result, these departments face difficulties in promoting the ideals of social justice and equity often associated with language education. This paper analyses these course descriptions for examples of themes that visibilise other ways of knowing/doing/being from a decolonial perspective in response to the neoliberal ethic inherent to the genre. Using a critical discourse analytic approach from a Latin American perspective, this paper analyses several key themes of decoloniality present in the course descriptions including historical acceptance, language diversity, and gender and sexuality. These themes offer examples of how Spanish and Latin American studies departments in Australia are disrupting dominant ethics, ontologies and epistemologies within institutional constraints to work towards un mundo ch'ixi: a world of contentious but complementary opposites. [ABSTRACT FROM AUTHOR]

In this paper, the practice of chemistry is viewed in terms of the interaction of three elements – the physical world (at the molecular level), the conceptual world (the canon of chemistry) and the social world (the community of chemists). This interaction, which is based on critical realist ideas such as, for example, the transitive and intransitive dimensions of reality, affords a clear distinction between the practice of chemistry as science and the practice of chemistry as technology. It also shows the significance of the particularity of the chemist in the practice of chemistry. Finally, it allows a coherent philosophical foundation for chemistry research and chemistry education. [ABSTRACT FROM AUTHOR]

It can be challenging to introduce the philosophy of social science (PoS) to students in the social sciences. Noting the lack of literature providing guidance to the prospective PoS teacher, this paper outlines several pieces of advice on how to engage social science undergraduates in the subject. This advice centres on showing the relevance of the PoS in academia and beyond, reducing complexity and presenting only a few contending PoS perspectives. It is also proposed to use textbooks with caution or avoiding them altogether, illustrating how PoS assumptions are embedded in contemporary social research and showing the connection between the PoS on one hand and research questions, methods, and theory on the other. Finally, the importance of showing students how they can make use of the PoS in their own work and teaching the subject in a 'hands on' manner is emphasized. [ABSTRACT FROM AUTHOR]

Spatial reasoning, recognised as playing a critical role across STEM disciplines, is gaining prominence in mathematics education, not only as fundamental to mathematics, but also as embodied mathematical activity. In this paper, we discuss spatial reasoning and its embodiment in mathematics. We then present a systematic review of the topics as researched and related to deaf and general education from 2010 to 2019. Publication trends during the ten years reveal similarities and differences across both fields. Based on the findings, we share insights, prospects, and provocations for promoting spatial reasoning in mathematics with an emphasis on research and pedagogy for deaf education. [ABSTRACT FROM AUTHOR]

Teaching about systemic racism and the myth of white supremacy to the next cadre of public administrators is critical as it supports students' abilities to challenge dominant paradigms and center counternarratives; both serve a purpose in advancing toward a more just and equitable society. This paper offers insight into the development and implementation of course content – across two universities in two different sociopolitical contexts – that helps students define, examine, and apply social justice terms that advances training for public service. Exposure to such content challenges students to consider ways in which social, economic, and political factors influence life chances and allows students to better understand how power and privilege perpetuate status quo inequities for marginalized populations. [ABSTRACT FROM AUTHOR]

This paper examines children's Holocaust literature as a mechanism for dealing with a traumatic past. The study's corpus includes 131 books, in which secrecy is a central motif. In 51 of these books, hiding is an essential part of the protagonist's secret. The research approach was qualitative, employing both hermeneutic and content analysis of these texts. Three literary devices were revealed, each of which represents a principal component of the literary construct. These literary devices shape the secrecy-theme, and enable the processing to the traumatic past functions as a tool for distinguishing and distancing the present from the traumatic event. [ABSTRACT FROM AUTHOR]

This paper discusses historical and contemporary issues regarding communication approaches for educating Deaf and hard of hearing (DHH) children in Ghana. Discussion of the communication approaches took into account a brief historical background to the development of formal education for DHH children in the country, academic achievement of DHH students at West African Senior Secondary Certificate Examination (WASSCE) over the past ten years, types of communication approaches for the DHH in Ghana, as well as legislation and relevant policy documents on educating DHH children in Ghana. The paper recommends the sign communication approach and other strategies which the authors believe will aid Ghana achieve the Sustainable Development Goal 4 for all DHH individuals. [ABSTRACT FROM AUTHOR]

Adolescence is a stage when significant changes in moral development take place. Sometimes, a discrepancy between adolescents' thoughts, emotions and actions may result in socially undesirable outcomes. The question is not whether emotions produce moral behaviour, but how awareness of emotions may influence moral action. In this paper, the interaction among cognition, emotions, and action is considered from two theoretical perspectives: cognitive-developmental and social domain theory. We argue that with increased awareness of cognition and emotion, actions may be influenced, and propose meta-moral cognition process as an active mediator of the cognition and emotions involved in making moral decisions. The meta-moral cognition strategies are also provided for classroom practices with the intention to support adolescents' meta-moral cognitive development. [ABSTRACT FROM AUTHOR]

Our modern terminology and concepts are often based on much older linguistic discourses. A case in point is the alleged medieval roots of the modern term ars obligatoria that I discuss in this paper. The term appeared in a number of structuralist texts on the obligatoriness of grammatical categories, and it is repeatedly, albeit vaguely, ascribed to the Scholastics. In this paper, I review two hypotheses about the origins of this term. The only extant proposal argues that the term ars obligatoria does not refer to the obligatoriness of grammatical categories but alludes to the position of grammar as the first, fundamental and thus obligatory discipline within the system of the Seven Liberal Arts. Alternatively, I argue that the term refers to the medieval tradition of obligatory disputations, the so-called ars obligatoria. Just as a speaker must follow the grammatical rules of a language, so must a disputant follow the rules of the disputation. [ABSTRACT FROM AUTHOR]

The objective of the paper is to examine the challenges of girls' education in a poor urban context in Nairobi. This paper is motivated by the need to identify challenges affecting girls' education in poor urban context in Nairobi. These challenges are identified from the lens of the community gatekeepers and the parents, who are key stakeholders in education at the local level. Data come from a qualitative component of the baseline study conducted in Korogocho and Viwandani, in Nairobi, collected in June and July 2013 using in-depth interviews and focus group discussions (FGDs). One of the most striking finding was role modelling to their daughters. This was evident from those households that had single parents. The study emphasizes that children should be better raised with the support of the whole community. This would enable parents to provide effective support to girls' education and hence realize their full potential. [ABSTRACT FROM AUTHOR]

Violent religious extremism is a global concern today. As governments prepare their counter-terrorism policies, many focus solely on reactive measures such as military action and surveillance measures –hard power– that are responsive to individuals who are already radicalized. This paper argues that education should be incorporated into such policies as apreventivemeasure that not only makes students resilient citizens but can also address the psychological, emotional and intellectual appeal of narratives –soft power– that terrorists purport. In doing so, states can counter soft power with the use of soft power in a concerted effort among government departments, social institutions and communities. Our paper clarifies the complexities among fundamentalism, extremism, radicalism and terrorism, and summarizes a variety of push and pull factors that trigger radicalization; it offers as well specific pedagogical recommendations for the Canadian educational system to consider. Aujourd’hui, l’extrémisme religieux violent est une préoccupation à l’échelle internationale. Alors que certains gouvernements préparent leurs politiques antiterroristes, plusieurs autres ne se concentrent que sur des mesures réactives telles que les actions militaires et les mesures de surveillance accrue –hard power– visant particulièrement les personnes qui sont déjà radicalisées. Cet article souligne que l’éducation devrait être intégrée dans ces politiques comme une mesure préventive qui ne rend pas seulement les étudiants citoyens résilients, mais qui peut aussi s’attaquer au discours attrayant sur le plan psychologique, émotionnel et intellectuel –soft power– alimentés par les terroristes. Ce faisant, les États, à travers une action concertée entre les ministères, les institutions et les communautés, peuvent contrer lesoft poweren utilisant lesoft power. Notre article explique les différences complexes entre le fondamentalisme, l’extrémisme, le radicalisme et le terrorisme, et met l’accent sur les différents facteurs qui déclenchent la radicalization. Il propose également des recommandations pédagogiques adaptées au système éducatif canadien. [ABSTRACT FROM PUBLISHER]

This paper examines the cosmopolitan mobilities of young elites that take part in study-internship programmes in Washington, DC, US. In the case of Washington, DC, a large study-internship industry has been developed and this is an important example of how cities can become instrumental in organising specialised elite mobilities. These study-internship programmes (normally called Washington Semester Programmes (WSP)) give both US and international students the chance to study and intern in Washington, DC. Similar programmes exist in many global cities; however, Washington, DC has arguably become a central hub for those who wish to pursue careers in the fields of development politics or in the NGO sphere. The paper illustrates how ideas and stories of mobile careers and the importance of ‘being mobile’ on the job market catalyse student mobility into Washington, DC. Significantly, student mobilities to Washington, DC combine education with aspects of tourism and lifestyle mobilities. Moreover, these programmes allude to ideas of global citizenship through increasing participant’s human capital by enhancing their cosmopolitanism through this educational experience. Likewise, the participants in these programmes buy into those ideas of cosmopolitanism and the added value to their mobility capital through experiencing the political landscapes of Washington, DC. [ABSTRACT FROM PUBLISHER]

This paper presents a multi-cultural experience based on architectural heritage that took place between 2014−2016 with 555 primary/secondary school students from six European partner countries: Belgium, Greece, Italy, Poland, Portugal, with Turkey as the coordinator. The project entitled 'C.A.T.C.H' is a European Union Erasmus + Project and consists of 16 activities designed for children around architectural themes as an instrument for creating an awareness of the built environment and cultural values. The six interrelated activities prepared by the author and based on the 'learning by playing' method aimed to inform children about their architectural heritage and the historic environment. The outputs of the multi-cultural project comprised a book, a website, six e-magazines, a Facebook page and a glossary of architectural terms. The impact of the project can be seen through the adaptations of other courses, the establishment of new relations with architecture schools, the participation in national competitions and the permanent/temporary exhibitions of the outputs of the children. The results of this project show clearly that national education programmes need courses based on cultural values and architectural heritage in order to increase children's awareness and to remind them of their role in its conservation while strengthening their cultural identity. [ABSTRACT FROM AUTHOR]

This article reports how ‘invented tradition’ [Hobsbawm, E. (2012), Introduction: Inventing traditions. In E. Hobsbawm & T. Ranger (Eds.),The invention of tradition(pp. 1–14). New York, NY: Cambridge University Press] as a long-term process has contributed to Indigenous students experiencing physical education (PE) within Eurocentric curricula that largely ignores their own culture. The study was undertaken at three high schools within the Australian Capital Territory (ACT) which come under the remit of the ACT Education and Training Directorate. Documentary evidence was the main data source and figurational sociology was used to inform the study and analyse the data. Central to figurational sociology is the notion of the figuration which refers to how individuals are located interdependently in social structures characterised by relationships of power. Historical and contemporary documents were analysed using content and thematic analysis according to the premise that the document writers are themselves included in figurations and their inclusion or presence has to be taken into account [Dolan, P. (2009), Using documents: A figurational approach. In J. Hogan, P. Dolan, & P. Donnelly (Eds.),Approaches to qualitative research: Theory and its practical application(pp. 185–208). Cork: Oak Trees Press]. The paper identifies key events and long-term processes mainly linked to Australia’s colonial past that have shaped contemporary PE curricula. Despite intent within historical PE curricula to include Indigenous perspectives in PE these have largely not translated to actual teaching. The final part of the paper suggests additional research to find ways to embed these perspectives. This is important because current curriculum requirements at a national level emphasise these perspectives. [ABSTRACT FROM AUTHOR]

In Ontario, Canada, adolescent boys are increasingly developing a disinterest towards health and physical education (HPE) class, and also are withdrawing from HPE as soon as they institutionally are allowed to do so. To date however, there has been a dearth of research that has explored the various mechanisms that are dissuading boys from active participation, and prompting boys to develop a cultural disaffection towards HPE. Drawing on data from an ethnographic case study, this paper begins to provide some insights in further understanding the emerging disaffection towards HPE, and increasing attrition rates among Canadian boys. As illustrated in the study findings, this paper suggests that boys who disengage from HPE do so not because they are genetically predisposed to be lazy, or are unmotivated. Rather, their repeated experiences of explicit and symbolic abuse, degradation, and ignominy from teachers and peers alike dissuade them from active HPE participation. The findings of this study suggest the need for teachers to initiate a reflexive stance in their teaching practices, while concomitantly teaching students critical health literacy skills in an effort to meet the health and well-being needs of adolescent boys. [ABSTRACT FROM PUBLISHER]

This paper explores the four inter-dependent elements of assessment literacy proposed by Hay and Penney ((2013). Assessment in physical education. A sociocultural perspective. New York; Routledgel-assessment comprehension, assessment application, assessment interpretation and critical engagement with assessment. More specific, the study reported in this paper addresses how Norwegian physical education teachers reflected assessment literacy in descriptions and discussions of their assessment practice. Twenty-three physical education teachers from six upper secondary schools in Norway participated in focus groups. Analysis and discussion are informed by the four elements of assessment literacy. Findings demonstrate a general need to enhance assessment literacy among the teachers, with particular focus on dialogue with students and critical engagement with assessment. Acknowledging assessment literacy as an ongoing process, the study suggests that it may be more effective to consider 'preconditions' than 'elements' of assessment literacy for a physical education teacher to be considered as acting assessment literate. [ABSTRACT FROM AUTHOR]

Since the transition to democracy, South Africa has made formal commitments to reducing gender inequality. The period has also witnessed a dramatic increase in both the quality and availability of national quantitative data, widening the scope to assess how gender differences in economic participation have been changing. Here we trace these developments, together with the emergence internationally of feminist economics as an established field of study and the growth nationally of a research agenda on gender and the economy. We describe positive changes in access to education, the nature of women's labour force participation, average earnings, and the protection and organisation of the most marginal workers, where women (and African women in particular) dominate; but we also highlight some of the challenges that remain. These positive changes and persistent challenges are further explored in the collection of papers published in this special issue of Agenda. [ABSTRACT FROM AUTHOR]

Mary Evelyn was an unusual early modern gentlewoman. She refused to wed and failed to perform the duties of a housewife. Yet her father's greatest concern was not any of these habits, but rather her unconventional sleep habits. Examining Mary Evelyn's case, this paper argues that it illustrates the significance of good sleep etiquette, as well as the practical methods that an early modern father used in order to raise his daughter to be a proper gentlewoman. These relied not merely on the inculcation of an ideology of good behaviour or gentility, but on the performance of specific, measurable duties. [ABSTRACT FROM AUTHOR]

For 400 years, Baptist commitment to the centrality of scripture has led them to a deep concern to learn the biblical languages so that they could read the Bible in the original languages. This has been especially reflected in the vitally important place that learning Hebrew and Greek has occupied in the preparation of men and, in time, women for the pastoral and missionary ministry. Their preaching of the gospel and the pioneering language work their missionaries have excelled in has been greatly facilitated by the painstaking work they have undertaken whether in college or on their own. While there are still Baptists who continue this tradition, among rank and file ministers it is far less common, and no longer occupies the place it once did in the training offered by the present Baptist colleges. This paper calls for a restoration of this key component of the Baptist DNA. [ABSTRACT FROM AUTHOR]

The provision of information is generally not a technical activity, but rather a contextualized social action. Previous research about informed-choice and decision-making for parents of children who are deaf or hard-of-hearing (POCDHH) has demonstrated this, highlighting the close relationship between contextual factors and the nature of information parents are provided with to support decision-making on behalf of their children. Such contextual factors involve human elements such as attitudes, values and beliefs of individuals involved in the transfer of information, as well as broader contextual factors such as changing information technology and changing markets. This paper reviews literature from a range of fields relating directly and indirectly to issues of informed decision-making for POCDHH. These studies provide an overview of issues such as current understandings of what type of information does (or does not) support decision-making, as well as highlighting the importance of considering how information is presented. Approaches used in other fields to address issues of reliability of information are also discussed. To complement this literature review, the article includes an auto-ethnographic component documenting my own attempts as a POCDHH to garner reliable information on behalf of my daughter within a discursive environment where the material often appeared inconsistent with best practice informed-choice and decision-making principles. [ABSTRACT FROM AUTHOR]

The economic development of archaeological sites usually refers to tourism. The economic role of actual research is frequently ignored. This paper critically examines the benefits that field research yields, especially at the community level and particularly in the developing world. Its focus is on the economic impact of archaeology field school programmes populated by US-based students. Although most funding for field research is directed towards projects in developed countries, a significant portion is available - and directly supports - projects in developing countries. This paper presents data on archaeological field schools collected in the past five years from four different data sources - the Archaeological Institute of America, the Institute for Field Research, University of California Los Angeles Field Programs, and the Institute of International Education - and summarizes trends at the global scale. [ABSTRACT FROM AUTHOR]

Cultural heritage is wonderfully diverse and as heritage preservation professionals, it is our duty to address the preventive conservation of all cultural heritages. However, there is no one set of guidelines, practices or rules that can be applied in all situations. A preventive conservator with strong technical and soft skills is essential in this situation. At the Winterthur/University of Delaware Program in Art Conservation (WUDPAC), preventive conservation has been an identifiable part of the curriculum since the early 1980s. From its establishment, the curriculum has evolved to include the teaching of both current day technical skills for the practice of preventive conservation and soft skills in teamwork, leadership, institutional priorities and goals identification, and written and oral communication. These are taught to all students in their first year and those that select the option of a preventive conservation minor in their second year. Recently, it has become clear that it is not possible to teach adequately both the technical and soft skills needed for the practice of preventive conservation within WUDPAC's existing minor area of study. Additional time is needed to study and develop the complex theories, abilities and requisite skills that characterize the preventive conservation specialty. This paper discusses the work to develop a curriculum for a WUDPAC preventive conservation major, the strong mandate to continue to teach both technical and soft skills, and the surprising resistance to the establishment of a preventive conservation major. [ABSTRACT FROM AUTHOR]

Cultural heritage is wonderfully diverse and as heritage preservation professionals, it is our duty to address the preventive conservation of all cultural heritages. However, there is no one set of guidelines, practices or rules that can be applied in all situations. A preventive conservator with strong technical and soft skills is essential in this situation. At the Winterthur/University of Delaware Program in Art Conservation (WUDPAC), preventive conservation has been an identifiable part of the curriculum since the early 1980s. From its establishment, the curriculum has evolved to include the teaching of both current day technical skills for the practice of preventive conservation and soft skills in teamwork, leadership, institutional priorities and goals identification, and written and oral communication. These are taught to all students in their first year and those that select the option of a preventive conservation minor in their second year. Recently, it has become clear that it is not possible to teach adequately both the technical and soft skills needed for the practice of preventive conservation within WUDPAC's existing minor area of study. Additional time is needed to study and develop the complex theories, abilities and requisite skills that characterize the preventive conservation specialty. This paper discusses the work to develop a curriculum for a WUDPAC preventive conservation major, the strong mandate to continue to teach both technical and soft skills, and the surprising resistance to the establishment of a preventive conservation major. [ABSTRACT FROM AUTHOR]

In Australia and New Zealand recognition of Polynesians is almost exclusively defined by their physicality. Sought after for size and strength on the sporting field, excellence in sport is arguably regarded as a life goal in itself. This paper will examine how this situation arose and the implications for Polynesians living in Australia. For a working-class community struggling with rapidly diminishing job opportunities and a high cost of living, sport is increasingly regarded as the only avenue out of poverty. With comparatively low rates of educational achievement keeping many in 'blue collar' jobs, there are consequences for health and health literacy, particularly with regard to obesity-related illness and premature mortality from otherwise preventable diseases. This paper will discuss the findings of two studies: an ethnographic project exploring the rugby life histories of 15 Polynesian men in Melbourne and qualitative interviews with 67 Polynesians in Sydney and the Hunter region about their perceptions of health and lifestyle. It will argue success in sport is inextricably bound up with cultural pride and identity. The sporting domain therefore has the potential to allow a migrant minority a 'voice' in other areas of civic engagement. In this way, rather than a sporting career coming at the expense of an education, participation and achievement in sport should provide a background to improving culturally targetted programs around improving outcomes in education and health awareness. [ABSTRACT FROM AUTHOR]

This paper examines some of the ways in which scholars and educators under National Socialism attempted to construct a model of philhellenism for the 'Thousand Year Reich' which explicitly defined itself as descended from, yet opposed to, earlier manifestations of the phenomenon, especially as personified by Enlightenment figures such as Winckelmann and Goethe. These Nazified authors tended to see the 'great' eighteenth-century philhellenists as providing an important legacy on which the National Socialist Weltanschauung could draw, yet, at the same time, they often vociferously decried their intellectualization of philhellenism, and their 'blindness' in terms of racial theory. The paper also considers National Socialist educators' frequent attempts to turn the ideal of the Humboldtian Gymnasium on its head, proclaiming instead a return to the true, 'living' spirit of the original Greek gymnasion. [ABSTRACT FROM AUTHOR]

Expansion of commercial nuclear energy could be one of the future US sources for clean, safe, reliable and economic electricity. However, no federal policy has effectively achieved wide acceptance of nuclear energy, with such policies having fallen victim to the politics of public radiation fears from nuclear energy usage and from spent fuel storage and transport. Many experts have described the foundation of public fear as not so much nuclear technology, but the ionising radiation to which people fear they might be exposed, and this issue has been talked and written about, yet gone substantially unaddressed with respect to public education for more than three decades. In the USA, the Blue Ribbon Commission Final Report is just the latest of clear statements where such an educational need is firmly asserted. The lamentable fact is that no one has made that substantive and concerted effort to do anything about it. Indeed, the only effort seems to have been talk about 'better communication', with a focus on risk based communication. Any rejuvenation of public acceptance of commercial nuclear energy in the USA, including spent fuel storage and transport, can only be sustained using a different strategy from that of earlier decades. This paper highlights professional opinion on the radiation fear issue and why current industry efforts in risk based information for and communication with the public have not achieved the desired success. Education to expand the public's understanding of comparative radiation sources and exposures while ameliorating concern about radiation from nuclear energy is the proposed alternative. In addition, here, the clear linkage between education supporting nuclear energy and facilitating necessary spent fuel storage and transport is unmistakable. The paper summarises a concept for outreach services for ionising radiation education support for application in the US, as well as key elements of such a process: its basis for success, its education content and potential implementation approaches. Comparative radiation education of the public can prove effective using current research, which has been effective in other industries. Additionally, while this discussion addresses the US situation, much of the content is likely applicable to many of the world's nuclear energy producing countries. [ABSTRACT FROM AUTHOR]

This paper draws on concepts from contemporary education policy sociology to explore the prospective interpretation, contextualisation and enactment of Health and Physical Education in the Australian Curriculum. Analysis examines the dynamic between characteristics of official texts and the contexts in which responses will be made. The paper identifies the consultation draft curriculum as highly flexible, such that multiple aspects of past and current policy contexts can be expected to strongly frame its reading and enactment. Exploration of contexts points to the critical role that policy actors, agencies and artefacts will all play in determining the ways in which the new curriculum will be expressed and experienced in schools across Australia. Discussion raises issues for Health and Physical Education teachers, teacher educators and members of professional associations to consider in looking forward. [ABSTRACT FROM AUTHOR]

This paper offers policy initiatives in support of strategic areas which could be undertaken by the World Leisure Organization (WLO) in its working relationships with the continent of Africa and, in particular, with African youth. As such, the paper proposes strategic areas where the WLO can contribute towards promoting and improving leisure in Africa with the aim of fostering social, cultural, community and sustainable economic development, specifically focusing on youth development and empowerment. [ABSTRACT FROM PUBLISHER]

One of the challenges of traditional student learning, from an instructor's perspective, involves achieving an understanding of how students learn. Q-method is an effective approach to improve understanding of human subjectivity, and, as this research suggests, it is an appropriate tool to assist educators to better understand how students learn. In particular, Q-methodology provides the educator with a robust tool to assess student learning styles. This paper adapted an existing learning style instrument to a Q-method analysis in an introductory geographic information system class. The analysis resulted in three learning groups: lone pragmatist, explorer, and synergistic. These three learning groups are described. The paper concludes that the use of Q-method can deepen understanding of students' learning skills and improve instruction through more balanced and learner-focused curricular approaches. [ABSTRACT FROM AUTHOR]

As cyber threats continue to grow at an exponential rate, the need for training in information security awareness spreads far beyond the Information Technology college curriculum. Information Security proliferates into various domains of knowledge and becomes more context-aware. Consequently, the training in information awareness at a college level must cater more specifically to students' practices. This paper presents the results of the Information Security survey conducted among students of the College of Business and Economics at California State University, Los Angeles in spring 2011. The survey revealed several characteristics of students' practices and their awareness of risks and countermeasures related to computer skills, mobile computing, loss and encryption of data, online social networking, awareness training, correlation between practice and awareness, and others. The survey also revealed that the major problem with security awareness is not due to a lack of security knowledge, but in the way the students apply that knowledge in real-world situations. Simply, the compliance with information security awareness is lower than the understanding of it. The findings discussed in this paper are provided to assist colleges in designing curriculum that includes more context-based Information Security training. [ABSTRACT FROM AUTHOR]