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The aim of this work is to analyse the transformation of the term intellectual, which is established as a kind of paradigm in modern and postmodern times. The focus of the research is first of all on the reduction of the role of the intellectual in modern times, which was echoed in the thoughts of numerous philosophers of modern and postmodern epoch. Then the postmodern dystopian novel Plato's Papers by the English writer Peter Aykroyd, is analysed. It is a dystopian work in which the aforementioned tendencies were given an artistic articulation. The hero of the novel Plato, as the research shows, represents a travestied image of the ancient philosopher Plato and acts in a modern telematized polis of the distant future. The works and fate of the postmodern Plato are articulated in the novel in a way that hints that escapism is the only possible answer to the challenges of the destructive relativizations of the postmodern era.

Introduction: The knowledge of British and Irish bryophytes has been summarised at intervals since 1690 in national floras and checklists. The number of species and varieties recognised in these works can be used to track the discovery of British and Irish bryophytes. Methods: The main floras and checklists were identified, and the taxa recognised in twenty of them counted and their identity assessed in relation to the current (2021) checklist. Key results: The number of known bryophytes increased rapidly after the publication of Ray's Synopsis (1690). Dillenius's (1741) Historia muscorum brought together all previous reports. His polynomials were the main source for Linnaeus's binomial names in Species plantarum (1753). Linnaeus cut the number of British and Irish species from 179 to 119, omitting those that seemed to him obscure. It was clumsily done, and William Hudson (1762), in Flora Anglica, increased the number to 139, with 51 varieties, of which 37 are now treated as species. His contemporary Richard Pulteney made an early attempt to trace first records in a manuscript compiled ca. 1789. We agree with 134 of Pulteney's first records, but disagree with 88. All the historic lists contain redundancies – species that were then thought distinct but are now lumped together, the maximum being Smith's (1804) Flora Britannica, with 62. From 1855 to 1930 numerous varieties were recognised. These peaked at 309 moss varieties in Duncan's (1926) checklist and 117 liverworts in Wilson's (1930) checklist. In 2021 they have shrunk to 33 moss varieties and 9 liverworts. [ABSTRACT FROM AUTHOR]

In this practice-based pedagogical paper, we, the university faculty of Education, Food and Nutrition, Sociology, and History in the U.S., describe how we started a Reflective Practice Teaching Circle at our institution for interdisciplinary dialogue about the effective use of social media (SM) for teaching and learning. Our discussions led to the design of the Social Media Entry Model that educators can use for decision-making. We begin this paper with a brief synthesis of scholarly literature describing students' SM use and how higher education faculty use SM to support 21st-century skills development. Next, we describe the institutional, individual, and pedagogical barriers that prevent faculty from embracing SM as a teaching and learning tool. Based on our shared vision and praxis, we present the Social Media Entry Model and describe how educators can use it when deciding how to integrate SM into the formal or informal curriculum. Through our narratives, we illustrate how we use a variety of SM platforms and different entry points in the model to enhance students' 21st-century skills. We also discuss the legal and ethical issues that educators must consider to ensure that university students use SM in a socially responsible manner.

The aim of this pilot study is to evaluate the relevance of the use of history in mathematics education. This paper presents an experiment carried out in France with sixth-grade students (n=108) in which an ancient number system is used, an approach that is commonly suggested in French sixth-grade textbooks but has previously been unassessed. Based on the data of a pretest and a post-test surrounding an activity on an ancient Chinese numeration system, a statistical analysis using Rasch modeling shows a specific added value of the history of mathematics for students with low abilities in mathematics. For these students, a significant increase in observed abilities of +0.67 logit in mean is measured with a large effect size (Cliff delta +0.52). This effect is then weighted by considering the regression to the mean (RTM) effect, leading to a value around +0.14 logit in mean and a negligible effect size (Cliff delta +0.10). So, this pilot study shows the important effect of RTM, which suggests a very strong rebalancing of students' results. In the last part of the paper, we discuss how RTM can nonetheless be positively interpreted in this specific context where students' disorientation is one of the purposes of history in mathematics education.

Science should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over-the-counter genetic tests are mounting. Unfortunately, research suggests genetic curricula in secondary education and university courses have little impact on genetic literacy; instead they appear to amplify genetic essentialism. This position paper reports on genetic essentialism, the impact of three components of science education (teachers, students, curriculum), and critiques existing genetic lessons in two prevalent scientific disciplines, biology and psychology. Two entrenched 19th century genetic paradigms (e.g., Mendelian inheritance and behavioral genetics) are specifically examined. The paper closes with specific recommendations for improving students' genetic literacy including important contemporary genetic science (e.g., epigenetics) and instructional approaches (e.g., learning progression, refutational teaching).

In this paper, I examine the changing currency of languages in the context of migration and mobility based on case studies of Filipino migrants in Australia. Drawing on two sociolinguistic studies conducted with and for Filipino migrants, I highlight how the "monolingual mindset" (Clyne, 2008) reinforced by the "White-English complex" (Piller, Torsh, & Smith-Khan, 2023) negatively impact on the value and currency of Philippine languages. As an alternative, I offer the concept "multilingual mindset" as an inclusive framework for valuing multilingual migrants in the diaspora. I first introduce the linguistic ecology and national language policies of both the Philippines and Australia to set the scene for my argument. I then map out the migration trends in both countries and the simultaneous socio-political events that have driven the growth of Filipino migration in Australia and introduce the two sociolinguistic studies with and for (Blackledge, 2006; Tetteh, 2015) Filipino migrants. This is followed by the presentation and critical discussion of three key conceptual arguments of this paper derived from these studies. Employing the "monolingual mindset" (Clyne, 2008) and "White-English complex" (Piller et al., 2023) as lenses, I then critically discuss how these concepts are detrimental to heritage language maintenance and "inclusive multilingualism" and argue that the maintenance of migrant languages in the diaspora would best be facilitated by an adoption of a "multilingual mindset." The paper concludes with a discussion on the significance of the "multilingual mindset" to sociolinguistic studies and migration linguistics (Borlongan, 2023), in general, and to language attitudes, language practices, and language policies across different sectors, in particular.

This white paper is a conceptual summary of a think tank discussion sponsored by The Forum on Education Abroad. Following the traditional use of "white paper" as a call to action in specific contexts, this paper defines the contexts of programming for education abroad and for domestic diversity education and argues for an incorporation of their differing perspectives into the general category of intercultural learning. The result of the application would be that intercultural learning in education abroad would continue to expand its current emphasis on the developmental experience of contemporary global cultures to include more transformational experience of historical and political context, while domestic diversity education would expand its current focus on transformational experience of historically situated power inequities to include more developmental experience of contemporary domestic multicultural relations. Several illustrations of practical application of the ideas follow the call to action.

Modern astronomy as a field of inquiry may be shaped by what we consider the "scientific" ways of knowing. However, the history of astronomy as a human endeavour dates back millennia before the "modern" notions of "science". This long history means that astronomy is, at its core, built on a rich cultural diversity and history. This offers a rich potential that, while having been examined in various studies, has yet to be explored from a contextual pedagogical perspective. This paper offers an initial exploratory theoretical perspective on how social semiotics can be used to inform a conceptual framework. This approach not only brings notions of culture into the teaching and learning of astronomy but uses culture as the starting point in a way that does justice to the cultural diversity of the discipline and the world. In doing so, this paper develops two frameworks: (i) the Conceptual Framework for Culture in Astronomy Education and (ii) the Pedagogical Framework for Culture in Astronomy Education, both of these offer a novel approach to astronomy education.

This paper discusses the type of professional learning that international academic mobility makes possible during a PhD program. The conceptual approach used Pierre Bourdieu's field theory, which allows analyzing PhD students as 'newcomer' members who bet on mobility under the idea of "illusio." The methodology used was qualitative. The information was obtained through semi-structured interviews with twenty-four new researchers who studied in four prestigious PhD programs in education and history in Mexico. The findings demonstrate that mobility fosters relationships with peers abroad, makes it easier to learn to do research, favors the reconversion of capital within the scientific field, and offers practical knowledge related to the need to publish results in order to achieve international recognition.

Intercultural education in Australia has been positioned in State-based official curriculum and education policy as developing understanding between diverse cultural groups. However, cultivating such understanding far more complex in practice than policy and curriculum directives can capture. In Australia, eruptions of intercultural tensions has an ongoing and complex history. This paper examines the challenges for teachers' intercultural practice in one Australian public school setting. Reporting on a single-site ethnography drawing on Lefebvre's production of space. I conceptualise teachers' intercultural work as a praxis of difference, this paper problematises the way intercultural education is often taken up in tokenistic ways and advocates for reimagining intercultural education as a challenge of practice. I argue that an examination of the conditions that produce complex relations between diverse cultural groups in particular spaces is a productive starting point for developing intercultural understanding as a rational praxis of difference .

Higher education consists of a wide array of education programs, some of which closely involve both domestic politics and issues that transcend national boundaries. This paper explores a controversial and highly contested higher education program that is shaped by a post-conflict affected context and transnational politics. Based on the case study of a new Vietnamese language studies program in Cambodia, the paper demonstrates that when post-conflict education and transnational politics intersect with one another in many ways, post-war higher education reconstruction becomes a platform where stakeholders such as youths and national and international governments contest and negotiate influence and change. By critically examining the relations between educational phenomena and historical, national, and geopolitical dynamics in a post-conflict environment, the paper discusses key factors of higher education reconstruction in the aftermath of social upheavals and mass atrocities. It also offers a fresh perspective on the multifaceted dynamics of a higher education program which involves public protests, state intervention, transnational disputes, and inter-state relations.

This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change.

Cultural heritage is no longer something that can only be experienced in a museum exhibition. Digital tools have facilitated the distribution of material relating to artefacts, both in its representation and in presenting its context. This paper describes how digital modelling techniques can be synthesised with 3D scanning to digitally restore artefacts and create authentic replicas of their original states. The digital artefacts can then be used to assist the process of interpreting these artefacts in diverse forms, both in the museum and outside the museum. The study looks at Pictish sculpture as a case-study, restoring 3D models of two stones, and creating varying opportunities for their interpretation. As part of this study, new interactive tools, a virtual reality environment, and a virtual tour are built to assist immersive interpretation of the Pictish sculpture. The application of these digitised objects serves as an opportunity for informal learning. These applications were evaluated during a drop-in session. Findings show that all participants enjoyed the immersive mode of learning with 89% also showing a willingness to learn more about the topic.

During the COVID-19 pandemic, over one thousand papers were published on "Susceptible- Exposed-Infectious-Removed" (SEIR) epidemic computational models. The English word "exposed" in its vernacular and public health usage means a state of having been in contact with an infectious individual, but not necessarily infected. In contrast, the term "exposed" in SEIR modeling usage typically stands for a state of already being infected but not yet being infectious to others, a state more properly termed "latently infected." In public health language, "exposed" means possibly infected, yet in SEIR modeling language, "exposed" means already infected. This paper retraces the conceptual and mathematical origins of this terminological disconnect and concludes that epidemic modelers should consider using the "SLIR" notational short-hand (L for Latent) instead of SEIR. [ABSTRACT FROM AUTHOR]

The American Society for Horticultural Science (ASHS) has since its inception published annual serial monographs or journals to achieve its mission of communicating horticultural science. To recognize the accomplishments of the membership, a series of professional awards was created. After the individual awards, the ASHS created publication awards. This paper, and the papers that follow, document the publication awards of the ASHS. The papers were based on presentations at the 2023 annual conference and serve as additional recognition of the contributions of member authors and as a historical record of achievements of the ASHS.

Interlocking mechanisms of exclusion function as gatekeepers to high-quality learning in schools, which perpetuate oppressive conceptions of ability, learning, and intelligence. Across educational ecosystems, these intersecting forms of oppression--including but not limited to racism, ableism, and colonialism--are reified through exclusionary practices that hoard learning opportunities. In this paper, we contend that learning-access disparities are at the crux of educational inequalities, and that theoretical fragmentation across educational disciplines has limited our understanding of entrenched patterns of exclusion and potential solutions. This fragmentation has led to siloed equity conversations and solutions; therefore, we articulate a conceptual framework for inclusive education: Critical Inclusion (InCrit). In doing so, we first engage in a critical-historical review of educational inclusion, including how it has been theorised and operationalised in both research and praxis. We next describe the cross-pollination of the foundational theories on which the conceptual framework stands to emphasise intersectionality and emancipatory education in relation to the vast scholarship on critical inclusion. We then present the framework's core components, which represent connectors between theory and practice, and illustrative examples. We conclude with a discussion of the cross-systems change required to make meaningful progress toward emancipatory education for all students and achieve critical inclusion in practice.

In this paper, several research topics are presented that provide productive avenues of exploration for students in an undergraduate cryptography course. The topics are intended for a variety of skill levels and interests. In some cases, a student might be inspired to try to solve the proposed problem or write computer code. Other topics might motivate them to learn new mathematics or algorithms, or research a historical event or person. In all cases, a short description of the topic is given along with several references that can be used as a starting point for student research. The author also describes some challenges and recommendations when teaching a course where a project is a main component.

This paper attempts to reinterpret asylum theory (1954) propounded by Ortwin Henssler (1923-2017) as a free-space theory of education, as a way of grasping the problematic nature of 'pedagogical protection.' The theoretical potential of Henssler's thought has been more appreciated, accepted, and developed in Japan than in his native Germany. First, I outline Henssler's theory of asylum and show how his theory has been received and developed in Japan, especially in the fields of historical researches. Secondly, I discuss the possibility of reading Henssler's thought of asylum as a theory of 'pedagogical protection.' Thirdly, I consider whether it is possible to interpret 'free space' in education based on the model of asylum. Finally, I delineate some prospects for and challenges involved in connecting the theory of asylum to the theory of education.

The present study aimed to explain archival research and demonstrate its relevance as a distinct research method to include in sport management research methods course instruction. The current essay implicitly shows how archival research can complement other research methods and possibly improve upon their limitations. Furthermore, the study demonstrates that training in archival research can offer skills to students who might pursue employment in the sport industry. The review outlines what archival research is. Next, the various limitations and considerations to aid course instructors and subsequently researcher or practitioner comprehension are provided. Finally, the paper offers a guide for approaching physical archives and outlines expectations for archival research. Techniques necessary for analyzing information gleaned from archival research are presented and explained along with sample course assignments that are available to not only research methods classes but also potentially other coursework.

There are two popular views regarding the origin of critical thinking: (1) The concept of critical thinking began with Socrates and his Socratic method of questioning. (2) The term 'critical thinking' was first introduced by John Dewey in 1910 in his book "How We Think." This paper argues that both claims are incorrect. Firstly, critical reflection was a distinguishing characteristic of the Presocratic philosophers, setting them apart from earlier traditions. Therefore, they should be recognized as even earlier pioneers of critical thinking. Secondly, John Dewey not only used the term 'critical thinking' before 1910, but there were also other authors who used it before him. The meaning of 'critical thinking' at the turn of the twentieth century was shaped by various traditions of linguistic usage, including literary criticism, science and medicine, and Kantian philosophy.

In recent years, biographical interviews with former pupils have become important sources for boarding school history. This raises the question as to whether these retrospective sources can be combined with contemporary written material and how to go about that. This paper argues for a triangulation of written with oral sources and the related methods of historical biography research and reconstructive social research. The combination of data and methods turns boarding school history into an interdisciplinary project that poses new challenges for research. At the same time, it also offers a way to a deeper understanding of boarding school history and its long-term effects.

IEEE Circuits and Systems (CAS) Society (CASS) celebrates the 75th Anniversary of the Society in 2024. This is a major celebration for CASS after the Golden Jubilee celebration in 1999. This special Issue of the IEEE Circuits and Systems Magazine is one of many celebrations and events planned this year by and for CASS members. The Celebrations not only reflect upon the history of our Society from multiple angles but also look forward to the future. The planning for this Special Issue started in July 2023 when Gabriele Manganaro, VP-Publications of IEEE CASS, tasked the incoming Editor-in-Chief (KP) to plan for the Special Issue. A Call for White Papers was issued to the CASS membership on 20 July 2023. The authors were asked to provide historical progress over the last 25 years and point out future directions for the next 25 years. We received numerous White Papers in September 2023, and were able to invite only few authors to submit Full Papers. Authors of Invited White Papers submitted their Full papers in second half of December 2023. All reviews were completed by March 2024. Before providing an overview of the papers in this Special Issue, we begin by thanking all the authors who took the time to submit the White Papers (whether Invited or not) and the Full papers. We are very grateful to all the reviewers who provided reviews in short notice due to the time constraints to publish the Special Issue. [ABSTRACT FROM AUTHOR]

During the postwar period, the concept of instinct came to encapsulate the debate around the importance of nature versus nurture. The fact that animals show highly organized behavior early in development suggested the presence of an underlying fixity where behavior was "inbuilt" into an animal's biology despite an individual's experiences. This placed a discrete and exhaustive line between the innate and acquired that became a foundation for the European-dominated field of ethology. Across the Atlantic, a group of comparative psychologists led by the American Museum of Natural History's T. C. Schneirla contested this approach, proposing that the study of animal behavior should avoid abstract dichotomies with a renewed focus on developmental processes. While Schneirla's theoretical and empirical work shaped the modern study of animal behavior, his legacy requires revisiting in an era where the nature versus nurture debate is regaining prominence. In this article, I revisit Schneirla's approach to behavior with a focus on his paper "Interrelationships of the 'Innate' and the 'Acquired' in Instinctive Behavior" (published in M. Autuori et al. (1956) L'instinct dans le comportement des animaux et de l'homme; Masson, Paris, pp. 387–452) for the journal's "Classics in Biological Theory" collection; the paper is available as supplementary material in the online version of this article. A companion article (this issue; G. M. Kohn (2024) "A Discussion on Instinct, Paris, 1954") presents the commentary that was published with it. [ABSTRACT FROM AUTHOR]

How can philosophers incorporate the Digital Humanities into their classrooms? And why should they? In this paper, I explore answers to these questions as I detail what I have dubbed "The Monuments Project" and describe how this project engages with Digital Humanities and teaches students to connect theoretical philosophical concepts with their lives. Briefly, the Monuments Project asks students to apply concepts discussed in our philosophy class (in my case, a Global Aesthetics class) with a monument in their environment. Instead of a traditional paper, students upload MP3s of their observations, pictures and/or drawings of the monument, and text-based responses. The goal of the Monument Project is twofold: to get students to connect what they have learned to a sense of place=the place where they live, and to introduce them to the Digital Humanities. [ABSTRACT FROM AUTHOR]

This paper is a follow-up to the research conducted in 2021 titled James Anta: missionary, martyr, and the unsung hero of the Wesleyan Methodist Church in Zimbabwe. The paper was a reconstruction of Anta's life, ministry, and martyrdom. The research found out that although the blood of Anta was the seed of Methodism in Zimbabwe, the church was reluctant to honour him. The research also noted that the Wesleyan Methodist church created a biased history of African cultural epistemology, which has no place for people who die young and unmarried. The paper concluded with a call for the Wesleyan Methodist church to rewrite its historiography, giving space to its martyrs like Anta. After reading the 2021 publication, the Wesleyan Methodist church leadership made urgent actions towards the re-historicization of Methodism in Zimbabwe with Harare West District dubbing its April 2022 Synod as James Anta Synod. The Synod further resolved to name the school they were intending to build after Anta. Moreover, Kadoma District agreed to rename Banket Circuit (where Anta was assassinated) as James Anta Circuit. The Wesleyan Methodist church further erected a monument of Anta and made the site a pilgrimage shrine. The fast responses by the church to honour Anta in 2022 justify their zeal to rewrite their history after 136 years of reluctancy. This paper used both primary and secondary sources to gather data. The paper concludes by challenging missionary churches to honour African agents whose history and sacrifice were seldomly considered and yet they were the key people in the Christianisation of Africa. [ABSTRACT FROM AUTHOR]

This paper traces a relatively linear sequence of early research approaches to the formal verification of concurrent programs. It does so forwards and then backwards in time. After briefly outlining the context, the key insights from three distinct approaches from the 1970s are identified (Ashcroft/Manna, Ashcroft (solo) and Owicki). The main technical material in the paper focuses on a specific program taken from the last published of the three pieces of research (Susan Owicki's): her own verification of her Findpos example is outlined followed by attempts at verifying the same example using the earlier approaches. Reconsidering the prior approaches on the basis of Owicki's useful example illuminates similarities and differences between the proposals. Along the way, observations about interactions between researchers (and some "blind spots") are noted. [ABSTRACT FROM AUTHOR]

This paper analyses how 'criticality' is negotiated in the global policy frameworks on Education for Sustainable Development (ESD) and re-conceptualised in Vietnamese ESD policymaking. Taking the context of Viet Nam, this paper reflects on what constitutes criticality in education in the light of cultural and historical contexts of the education systems. The comparative perspective helps explore whether (1) universal or decontextualised 'criticality' exists or (2) whether 'criticality' is culturally negotiated based on the premise that educational imaginaries of societal formation and transformation are historically and contextually embedded and contingent. In addition, this paper connects the ongoing debate on the critical potential of ESD within the field of environmental education (EE) research to comparative education research by highlighting both what a comparative perspective might offer to EE research and what recent developments in EE research might contribute to comparative education research. [ABSTRACT FROM AUTHOR]

This paper interrogates the informational practices shared between human and computer machine learners as they train to sense the world through lines of order, or vectors. The paper does this by exploring the affective conditions through which vectors draw relations of data over a persistent, colonial image of race. Through analysis of pedagogical practices at the Summer Institute for Computational Social Science in Chicago, and a corresponding year-long machine learning design group, this paper examines how contemporary machine learning practitioners train themselves to sense calculative relationality on the basis of racialized difference. The paper compares this vectorized sensibility with 20th century enumerative practices in the United States by analyzing the racial statistics of W.E.B. Du Bois, Kelly Miller, and Frances Kellor to trace out affective histories of the vector. Ultimately, this paper asks how machine learners – whether algorithms or their human users – often project lines of colonial order upon other forms of life, and how, by questioning the claim of vector relations and their informational objects, we can confront this sense-training and reimagine ourselves. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide an historical narrative tracing precedents of Greek Public Relations (PR) practice as far back as the organizing of mega events in mid-nineteenth century culminating in the first modern Olympic Games in Athens in 1896. The analysis documents that PR activities are interwoven with Greek governments' initiatives aimed at tourism promotion. The paper is based on archival material and secondary sources. Access was granted to the special collections of the National Library of Greece and the Hellenic Literary and Historical Archive of the National Bank of Greece Cultural Foundation. Moreover, the study interrogates the three landmark events that ushered in the emergence of professional public relations in Greece in the early postwar period and supplements with important information the conventional accounts. The analysis established a PR-Tourism and National image promotion nexus that runs continuously throughout the period under examination, from the emergence of PR activities in mid-nineteenth century up until the early 1950s. The findings are based on the available written records. This historical review does not purport to be exhaustive and comprehensive. Future research could identify more PR-like activities worthy of mention. The study provides a springboard for investigating the precedents of PR practice in the pre-professionalization era. This investigation calls for an interdisciplinary perspective. This paper is the first one to trace precedents of professional PR practice to the second half the nineteenth century and the interwar period in Greece. It shows the interconnection of PR-like activities with tourism and underscores the prominent position of state agencies in those activities. [ABSTRACT FROM AUTHOR]

This paper explores historical ableism in the United States workforce from the close of the Civil War to the end of World War II. It discusses the issues people with disabilities (PWD), including disabled veterans, faced when entering or returning to the workforce, along with the policy and practical shifts that occurred to mitigate such issues. We approach this discussion with a critical and intersectional lens, situating the shift within critical disability studies and framing analyses within historically relevant medical, economic, and social modes of disability. We aim to inform Human Resource Development (HRD) scholars, practitioners, and educators about PWD's often underrepresented histories in various workplaces and training programs by demonstrating the impacts of the models and workplace ableism. The paper concludes with a discussion of how the legacies of historical policies and practices continue to shape professional and continuing education for many PWD. [ABSTRACT FROM AUTHOR]

Indonesia is the fourth most populous country in the world with a diverse array of traditional food, including main dishes, snacks, and indigenous beverages. The paper aims to explore the cultural significance, historical and philosophical perspectives, production, physicochemical properties, recent development studies, and the safety, shelf life and microbiological aspect of wajik, a traditional Javanese food. Wajik originated during the Majapahit era in Central and East Java and is still significant today in ceremonial events. Wajik, rooted in the Javanese phrase "wani tumindak becik", symbolizes courageous pursuit of righteousness and reflects the unwavering commitment to virtuous actions, with its etymological link to diamond-shaped playing cards. Wajik is an officially recognized semi-wet snack made from glutinous rice, palm sugar, and coconut milk, with a distinctive texture and delightful, sweet taste, typically served as a leisure snack due to its parallelogram shape, semi-wet texture, and slight stickiness, requiring specific equipment and standardized ingredients for production. Some strategies have been developed to increase the quality, value added, and to prolong the shelf life of wajik through innovative packaging, food safety system implementation, and product reformulation. [ABSTRACT FROM AUTHOR]

This paper, the fourth in a series covering the history of the Academy of Accounting Historians (The Academy) since its founding in 1973, recounts and details the leadership, publication, activities, and events of the period 2014–2023 from the viewpoint of individuals who have served as officers, trustees, or members of The Academy. The earlier histories of The Academy appeared in this journal in December 1989 (1973–1988), December 1998 (1989–1998), and December 2014 (1999–2013) and provide a similar profile of the organization for those periods, with a summary evaluation as part of the conclusion. The Academy proudly celebrated its 50th anniversary in 2023. One of the three authors of this study was also a coauthor of the previous study. Data Availability: Data are available from the public sources cited in the text. JEL Classifications: M00. [ABSTRACT FROM AUTHOR]

This paper will bring forth the memory of a community that has seen immense death and heartbreak as a result of wars and political unrest in the region. Easterine Kire is a poet and novelist who has written extensively on her people, the Nagas. Kire mainly writes about the Angami Nagas in her works of fiction, which are mostly based on real-life events. Her novels Mari (2010), A Respectable Woman (2019) and Bitter Wormwood (2011) will be taken into study. In these three novels, Easterine Kire tells the story of her people, how they fought the "white-man's war" and the Naga insurgency against the Indian union in their struggle to be a free state. The latter part of the paper will focus on the task of the writer, how s/he has to write about the unadulterated history of their people. The task of writing "ourselves/themselves" thus becomes a combined effort of the writer and the people when collective memories are recollected and put in print for future generations. This paper also acts as a detailed review of the mentioned three novels of Easterine Kire while discussing matters such as memory, history and trauma. The last part of the paper focuses on Easterine Kire's reflections on her own novel Bitter Wormwood and her purpose of writing the novel. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this article is the exploration of historical themes that formed education and training in public relations and corporate communication. Its timeline is from the early 1950s to the mid-1990s when university-level education became widespread. It also acknowledges recent initiatives to propose a Global Capability Framework for the field. Design/methodology/approach: Archival material, primarily from the International Public Relations Association, was reviewed in order to understand the historic influences that have shaped public relations and corporate communication education in the, mainly, English-speaking world. This was compared with other sources such as journal, articles and other archives in the Germany, Spain, the United States, and the United Kingdom. Findings: Three findings are offered from the archival research and analysis conducted for the article: (1) There was extensive debate over the structure of education between a skills-based approach that was taught as a minor or major stream in an undergraduate degree or graduate level study (Master's) in public relations theory and practice; (2) there was continuing tension between practitioner organizations and academics over the design, content and validation of educational programmes; and (3) there was little interest in the international harmonization of public relations education and training, despite extensive discussion. Originality/value: No previous historical research has taken such a broad and international view of the development of education and training in public relations and corporate communication. The article also uses archival material that has become available in the past decade. [ABSTRACT FROM AUTHOR]

The literature on inclusive research has established its relationship with self-advocacy for people with intellectual disabilities. Self-advocacy has been described as both a requirement and a result of inclusive research. Additionally, the process of becoming an inclusive researcher can be seen as self-advocacy for people with intellectual disabilities. As inclusive research continues to become more prominent, and more people with intellectual disabilities become inclusive researchers, we need to continue to consider this fundamental relationship and how self-advocacy and inclusive research can inform and support each other. In this paper, we first discuss the history of self-advocacy and inclusive research and what inclusive researchers have shared about the relationship between self-advocacy and inclusive research. We then present the experiences of an inclusive researcher with intellectual disability with self-advocacy and how the process of becoming an inclusive researcher impacted those experiences. We conclude the paper with reflections on how future inclusive research should consider the role of self-advocacy. [ABSTRACT FROM AUTHOR]