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This study delves into the cultural significance and educational potential of Hua'er folk songs within the Hui ethnic communities of Gansu and Ningxia in northwest China. By positioning Hua'er as an indispensable educational tool in folk song history, the research seeks to safeguard and elevate this revered musical tradition. Employing literature reviews, immersive fieldwork, questionnaire surveys, interviews with four significant contributors, and direct observations, the study sheds light on the importance of Hua'er music as a cultural legacy. These insights offer valuable guidance for educators, cultural institutions, and future research initiatives. Through a detailed exposition of the research methodology, this study enriches our understanding of the diverse landscape of Chinese folk song history, presenting avenues for further exploration and practical application in educational contexts.

Mainstream writing instruction risks marginalising non-dominant voices if not consciously adapted using critical multicultural frameworks. This study analyses Mary Lynn Rampolla's widely used "A Pocket Guide to Writing" in History through a Cultural-Historical Activity Theory (CHAT) lens, taking notes on voice, power dynamics, and participation elements. The analysis uncovered alignments like the focus on active reading and argumentation. However, tensions emerged regarding the lack of collaborative learning and critical framing of academic conventions. Findings suggest that relying solely on mainstream writing advice risks student empowerment and critical consciousness deficiencies. Writing instructors should supplement individual skill-building with critical perspectives and participatory activities. While conventional guides provide useful starting points, realising the transformative goals of critical multicultural education requires balancing mainstream approaches with conscious efforts to incorporate collaboration, student voice, and critical framing. Further research should build on this study to strengthen writing pedagogy for diversity and equity. It could involve collaborative ethnographic studies in diverse classrooms to examine real-world applications, affordances and limitations. Additionally, studies comparing findings across guides using critical frameworks like CHAT, Critical Race Theory and Critical Discourse Analysis could offer a deeper analysis of patterns and equity implications.

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.

The Dong Pipa, a traditional Chinese musical instrument, is a significant element of the Dong ethnic group's cultural heritage. The objective is to investigate the historical development of the Dong Pipa, a traditional Chinese musical instrument, in literacy functions and educational occasions. The research was conducted in Liping, Congjiang, and Rongjiang counties in Guizhou Province, Tongdao County in Hunan Province, and Sanjiang in the Guangxi Zhuang Autonomous Region. Two key informants and four casual informants, including national transmitters and experts in Dong Pipa music, were interviewed, and data were gathered through fieldwork, interviews, and observations. The analysis focused on the integration of the Dong Pipa into educational settings and its role in fostering cultural literacy. The results indicate that the Dong Pipa has played a dynamic role both historically and in contemporary times, contributing significantly to cultural transmission and education. The study suggests that incorporating traditional instruments like the Dong Pipa into modern educational practices can enhance cultural literacy and support preservation efforts.

In this study, we investigated (i) the history, development, and current situation of Dong brocade in the Dong Autonomous County of Passage, Hunan Province, China, from the perspective of the historical development of the Dong ethnic group and (ii) the traditional re-invention of Dong brocade weaving techniques and the re-creation of the traditional educational literacy in the perspective of the intangible cultural heritage protection. This study is qualitative, mainly using the concepts of traditional re-invention and educational literacy, adopting two methods of data collection, namely, documentary research and field survey, and presenting them in the form of descriptive analysis. The results of the study show that the Dong people in China have a long history, and Dong brocade is a product of the social life and ecological environment of the local Dong people. With the development of the times and under different social demands, Dong brocade has been recreated in terms of the production process, raw materials, product types, and traditional education, and the literacy of Dong brocade has also been "recreated." This study explores how to promote the traditional re-creation of Dong brocade from the perspective of intangible cultural heritage protection and how to realize the educational literacy of Dong brocade in various ways with the support of the government, enterprises, and universities. This is of great value to the theoretical study of the living heritage of Dong Brocade and the Chinese government's promotion of the protection and development of minority cultures.

This study delves into the intricate tapestry of Jiarong Tibetan embroidery, exploring its historical development, cultural significance, and educational implications in heritage preservation and sustainable practices. The primary objective of this study was to investigate the historical development and literacy of Jiarong Tibetan Embroidery in education. Conducted in Xiaojin County, known for its cultural significance in Tibetan embroidery, the research employed a multidimensional approach, including a literature review, interviews with key informants such as cultural experts and artisans, and thematic analysis of data collected through surveys, observations, and focus-group discussions. The research uncovered profound insights into the origins of Jiarong Tibetan embroidery, its cultural symbolism, educational pedagogy, market dynamics, and strategies for sustainable development. Based on these findings, the study suggests collaborative efforts among stakeholders to integrate heritage education, promote cultural literacy, and preserve traditional crafts like Jiarong Tibetan embroidery in the face of modern challenges.

As China's economy and culture become increasingly globalized and open to exchange, students' aesthetic views have revealed potential danger signals during the evolution of civilization, sometimes manifesting as deliberate neglect and challenge to righteous culture. This study focuses on the issues faced by contemporary aesthetic education for students, particularly the oversight by teachers during lesson preparation in identifying learning materials that are both engaging for students and have experiential educational value. Based on the immersive learning characteristics of intuitive experiential education, the study employs an exploratory case study method, utilizing the industrial heritage cultural landscape of Fanshan Town in Anhui, China, as a tool and resource for students' aesthetic education. It constructs a knowledge system of alum culture landscape aesthetic literacy, grounded in the thought of "Harmony between Man and Nature", centered on the elements of contemporary students' aesthetic literacy. The findings indicate that the cultural landscape of the alum industrial heritage situates the construction of the aesthetic literacy knowledge system within a broader and more credible temporal and spatial context. This provides high-quality learning materials for the experiential teaching process, helping students draw lessons from historical reflection and enrich their aesthetic cultural literacy.

A political discourse would comprise terminology related to economic development, social welfare, national identity, international relations, and security. The purpose of this study was to determine the function of political discourse and study its role as a mass media that shapes public opinion, and to prove through discourse that political terminology plays a key role in shaping the country's image. Through a qualitative analysis of speeches, official documents, media coverage, and public statements, a dialectical approach was adopted to enhance understanding of the role of language in shaping perceptions of nations in the contemporary global context. The data mainly comprised secondary data, speeches of political leaders, official documents and media reports. Political archives, media reports and newspaper editorials also supplemented the data about Kazakhstan and its historical evolution. The research findings identified patterns, trends, and differences in the portrayal of a country's image and the strategies used to promote or defend it. It also found the nuanced interplay between political terminology, discourse, and the construction of a country's image. The findings would contribute to a deeper understanding of the role of language in shaping perceptions of nations in the contemporary global context.

The Titanic disaster is a topic that continues to fascinate. As the importance of analytics continues to grow in industry, data literacy skills have become increasingly important in business education. This project allows students to use the passenger data from the Titanic to build their data literacy skills using an engaging, experiential topic. The project requires students to extract, transform, describe, analyze, and draw conclusions regarding the factors that impacted survival on the Titanic. The project can be deployed using various application software and tools. We describe how the assignment can be completed using Excel, Tableau, and Python using the Pandas library.

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.

This research employs a multidisciplinary approach, incorporating musicology and ethnomusicology, to explore the cultural significance of Huaibang Opera--a traditional Chinese Han ethnic local opera genre in Henan province, China. The investigation encompasses the historical evolution, cultural contexts, and musical attributes of Huaibang Opera, aiming to contribute to education, literacy, and a deeper comprehension of this traditional art form. The methodology involves interviews with key informants possessing profesional experience in Huaibang Opera, coupled with live performance observations. Through the analysis of collected data and its alignment with existing literature and theoretical frameworks, the study delineates the evolution of Huaibang Opera from a folk song art form to a prototype opera and its subsequent establishment as a local opera. This comprehensive examination sheds light on the cultural and artistic dimensions of education and literacy within Huaibang Opera, providing valuable insights into the historical significance, artistic expressions, and cultural heritage of this distinctive Chinese opera.

In an ever-changing world, we have been witnessing many developments in our lives. A way to keep up with these developments will be possible through necessary skills such as critical thinking. In the literature, art education is suggested specifically as a contributor for creative skill development and critical thinking skills. The objective of this study was to examine and evaluate students' critical thinking skills based on undergraduate subject area of study. Accordingly, students' critical thinking skills were examined within critical thinking sub-dimensions in addition to variables of gender, age, and year of study. The sample groups consisted of undergraduate freshman and senior students studying Art Education and History. The study was structured according to the relational screening model, and the "Cornell Critical Thinking Test Level Z" (CCTT-Z) was used to measure critical thinking skills. Results of the study revealed that, critical thinking skill levels of the students were low in both cohorts and there was no statistically significant difference according to study areas. The results also showed no meaningful difference in critical thinking skills of freshman and senior students within the group who are studying Art Education. Similarly, demographics such as gender and year of study made no particular difference in terms of students' critical thinking scores. The cohort of 25-30 age group showed a relatively positive difference in terms of age variable as compared to other cohorts. It was concluded that critical thinking skills could be supported by means of designing a curriculum that encourages and develops critical thinking skills and creative thinking through specific educational strategies.

The Centre for Evaluation and Monitoring (CEM), based in the North of England, recently celebrated its 40th birthday. Arising from an evaluation project at Newcastle University, and a subsequent move to Durham University, it rapidly grew in scope and influence, developing a series of highly regarded school assessments. For a relatively small organisation, its influence was seen across the world, resulting in outreach centres in New Zealand, Australia, and Hong Kong. Since being acquired by Cambridge University Press & Assessment in 2019, it has established itself in a unique role within the wider Cambridge organisation due mainly to its development of computer adaptive assessments for use in schools. This article documents the rise of CEM, from its early successes to its adoption of new ideas in educational assessment and supporting technology until the present day. However, CEM's development was not without its controversies, and these too make fascinating reading when set against the background of 40 years of ever changing educational policies.

Given the current tumultuous education climate, we as EdD faculty seek to engage in critical reflection and reimagine the affordances--opportunities for action (Gee, 2008; Gibson, 2014)--provided by our program structures and our teaching practices. In this article, three faculty members (including one department chair and one interim program director) among the many who actively engaged in reimagining an established online EdD program to be launched Fall 2023 discuss their critical self-reflection experiences. Specifically, we discuss how our backgrounds and/or the current socio-historical climate influences our thinking as we, along with our colleagues, have grappled with redesigning an applied EdD program.

In this study, the effect of digital story applications on students' achievement, attitude and learning retention in teaching the works of literary figures who produced many literary works during the independence period of Kazakhstan was examined. In the study, pre-test-post-test model with control group from quasiexperimental models was used. In the study, Kabdesh Zhumadilov's "Daraboz", "Prometei alauy", Uzakbai Dospambetov's "Kyzyl zholbarys" and "Abylaidyn aq tuy", which came to the fore in the Kazakh Literature course during the independence period, Mukhtar Magauin's tetralogy "Shingis Khan", Raphael Niyazbek's novel "Kosem" and Tursinkhan Zakenuly's "Atilla" were taught with digital stories (experimental group) and lecture method (control group). After six weeks of experimental applications, the experimental group students who applied digital stories achieved a high level of achievement, learning retention and positive attitudes in the literature subjects of the Independent Period of Kazakhstan. Based on the results of the study, suggestions for the teaching of literature and language courses and new research are put forward.

Kazakh and Nogai peoples have shared many similar experiences throughout history. In the theoretical dimension of this study, the common features of Kazakh and Nogai communities in the fields of language, culture and geography are analyzed in a comparative perspective. In the research dimension, the common history of Kazakh and Nogai peoples, language kinship and similarities in the formation of place names were discussed in detail, and the cultural and linguistic ties of these two communities were taught with the support of information technologies. In this context, a pre-test post-test design with control group was applied in the study. Experimental applications were applied in Kazakh Language and Literature course. Toponyms and folk geography terms in Kazakh and Nogai languages were taught with the support of information technologies in the experimental group and traditional teaching in the control group (6 weeks). Kazakh and Nogai Language Achievement Tests and Attitude towards the Course Scale were used as measurement tools in the research. Mann Whitney U test, one of the Non-Parametric statistics, was used to analyze the research data. According to the research findings, a significant difference was found in favor of the experimental group in terms of Kazakh Toponyms and Folk Geography Terms. However, no significant difference was found between the achievements of the experimental and control groups in teaching Nogai Toponyms and Folk Geography Terms. Finally, it was found that the information-supported teaching activities applied in the study positively affected the students' attitudes towards the course.

Drawing from the literature and the historical fiction-based feminist antimilitarist research I conducted in writing my debut novel, "A Sea of Spectres." This article discusses the what and why of fiction-based research. I detail how to: (a) move from inspiration to fiction-based research; (b) frame the research; (c) develop research questions; (d) and embed theory and data in the story through applying the craft of fiction writing. My aim with fiction-based research is to create compelling characters situated in historical and contemporary settings in order to draw readers into engaging and accessible stories that help them learn about themselves, their understandings of others, and their relationships to society. I conclude with recommendations for conducting fiction-based research; delve into the methodology of fiction-based research; study the craft of writing fiction; read in related genre(s); abide by the ethics of fiction and fiction-based research; and learn about the fiction publishing process.

The Salar vocal folk music is a unique intangible cultural heritage of the Salar ethnic minority in Qinghai Province, China. The objective of this interdisciplinary study is to investigate the role of education and literacy in the preservation and transmission of Salar vocal folk music in Qinghai Province, China. The research site, Xunhua Salar Autonomous County, serves as a cultural epicenter where Salar traditions have thrived for centuries, providing an authentic setting for immersive fieldwork. Key informants include Salar musicians, educators, community leaders, and government officials who play vital roles in the preservation and transmission of this heritage. Data was collected through participant observation, interviews, and documentation of Salar vocal folk music performances. Musicological analysis and preservation and transmission theory were applied to the data, revealing the historical roots, cultural significance, and current challenges faced by Salar vocal folk music. The study culminates in guidelines for the preservation and transmission of this tradition, emphasizing government support, modernization, education, innovation, diverse communication, and legal safeguards.

Societies cannot destroy the old system of faith while accepting a new religion. Human begins to transform the new belief system within the old belief system. One of the things they have to convert is the terminology of religion, which they accept. The change process of this new religious terminology can give concrete findings about the learning, adaptation, and transformation of a society to the new religion that it accepts. It takes a long time for the terminology of religion, which comes with the new religion, which is not entirely from its own language, to settle in the language of society, learning and the transformation takes place in certain stages. Determining the location of the language of the old texts in these stages will allow the dating of unspecified works and the identification of the author of the work. "Dede Korkut Stories" are important works of Turkish Language Literature. In this study, the religious terms in the Dresden and Vatican copies of "Dede Korkut Stories," which are thought to have been written after the 15th century, and the Turkistan/Turkmen Sahara copy found in 2019, were determined. I examined the determined religious linguistic terms comparatively in terms of their integration into the community language and also specify the stage at which the change and transformation of religious terminology took place.

Genre studies of Research Articles (RAs) have increased over the years. However, our review indicates that RA studies on RAs in the history discipline are still limited both to English and Indonesian languages. By identifying this gap, we are encouraged to analyze their rhetorical structures in the introduction section because this section plays an important role in publishing RAs in journals. For analyzing the rhetorical structure of both data sets, we employed the Create Research Spaces (CARS) model (Swales, 1990). The results showed that the rhetorical structures of English Research Article Introductions (RAIs) are similar to the CARS model, while the rhetorical structures of Indonesian RAIs in the present study do not conform to the model. This finding implies that Indonesian RAIs in the present study have different rhetorical structures from those found in English RAIs both in the present study and those in the CARS model. Besides, it implies that Indonesian authors in the History discipline meet challenges when they want to publish works in English journals. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct year is 2024.]

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.

As a lot of juvenile Muslims tend to be less engaged with their religion and the history of mosques in their community, this study was conducted to develop a series of digital content in the metaverse combined with participatory communication and learning with religious leader to enhance students' perception of community Mosque (Darun Naim, Thung Kru District, Thailand). The objectives of this research were to survey needs, to develop and assess the quality of the aforementioned series of digital content, to evaluate students' perception, and to measure students' satisfaction. Materials of this study included questionnaires and forms to survey needs, assess the quality of the digital content and media presentation, evaluate subjects perception, and measure their satisfaction. A total of 30 subjects who were students from Al-Bidayah Religious School, Thung Khru District, Bangkok and had been members of Young Muslim Association Ban Khru for at least 1 year were selected through purposive sampling. After questionnaire-based data collection, mean and standard deviation were used as a statistical tool for data analysis. The results of this study showed that the outcome of needs assessment was at a high level. The overall quality of the content and media presentation was at a good and very good level, respectively. The findings of the assessment of students' perception and satisfaction were at the highest level. In summary, the developed digital content in the metaverse combined with participatory communication and learning with religious leader was of high quality and can be implemented.

The purpose of this study is to determine the level of digital literacy related to history among students at Universitas Pendidikan Indonesia (UPI) and the State University of Malang (UM). The recent decline in historical literacy among Indonesians has piqued historians' interest. In this context, the gap between technological potential and literacy problems may be advantageous for initiatives to enhance Indonesian young historical literacy. This research uses a quantitative-descriptive approach. The respondents were first-year and second-year history students at UPI and UM. The data collection technique used was a historical literacy test that has Higher Order Thinking Skills (HOTS) levels 1-4. This study used descriptive data analysis and an independent sample t-test. The results of this study show that students from both universities have a low level of historical literacy, both in first-year and second-year students. This condition is a signal for teachers to start improving. Gadget technology is suggested as a solution to the problem because these students belong to Generation Z (a generation that is very aware of current events and technological advancements). The methodology of Scholarship of Teaching and Learning (SOTL) was selected because its principles are appropriate for fostering digital historical literacy. It is student-focused, context-based, collaborative, methodical and well-developed in the community.

Miao Nationality music represents a profound and longstanding musical heritage from the cultural legacy of the Miao community in Yunnan Province, China. This qualitative research study endeavor aims to explore the historical development and transmission of Miao Nationality music, emphasizing its significance within the context of ethnomusicology, cultural transmission theory, and education theory. The chosen research site strategically focuses on Yunnan Province, China, especially targeting regions with substantial Miao populace and deeply entranced musical traditions. Seven key informants, including elder musicians, music educators, community leaders, and cultural enthusiasts, were purposefully sampled to provide expert insights. A thematic analysis of qualitative data gathered through interviews and observations revealed important information about the ancient roots of Miao Nationality music, how it is used in everyday life, how cultural exchanges affect it, and how important it is for traditional instruments, vocal styles, and passing down the music from one generation to the next. The study suggests strategies for safeguarding and disseminating Miao Nationality music, emphasizing cultural awareness, technological advancements, support for inheritors, environmental protection, and innovative communication methods.

Although integrating the history of science (HOS) into teaching has long been recommended in science education research, studies have revealed conflicting results on its effectiveness. These are mainly due to the need for more studies in this context. Therefore, this research aimed to explore the impact of HOS teaching on science process skills, knowledge of science concepts, and attitudes toward science. In this research, a quasi-experimental research design was employed. The HOS was contextualized into the topic of the circulatory system. Two intact classes were chosen as the experimental group (EG) and the two others as the control group (CG). The EG students were involved in HOS activities during the treatment, while the CG students followed the curriculum-driven activities. The findings indicated that the impact of HOS education was evident, as students in the EG outperformed those in the CG in retaining knowledge of science concepts and demonstrating positive attitudes towards science. However, HOS education and curriculum-driven instruction have similarly impacted the development of science process skills. These results support the conceptual premise that HOS teaching is an alternative and a worthy way of supporting students' scientific literacy.

By paying attention to what Peruvian and Bolivian students in schools say about how they are seen and treated by their native-born peers, this article aims to analyze the ways in which symbolic boundaries are produced, eventually giving way to social boundaries between natives and migrants. The methodology is based on in-depth interviews with students, parents, and educators of rural and urban schools in the region of Arica y Parinacota, the northernmost region of Chile, by the borders with Peru and Bolivia. We conclude that the production of symbolic boundaries among students emerges as discourses about nationality, skin color, ethnicity, and history. Peruvian and Bolivian migrant students describe being teased by their native-born peers because of their country of origin, for being darker-skinned, for being Aymara, and for having lost the War of the Pacific (and, in the case of Bolivians, for having lost access to the coastline). Some migrant students perceive these discourses as discrimination and consider them harmful; however, many others accept them as normal school stuff -- as long as there is no physical violence. Moreover, teachers and parents do not see these interactions as problematic. The article concludes that the normalization of stigmatizing and discriminatory dynamics against migrant students complicates their inclusion in Chilean schools.

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.

Using a case study approach, this study examined the role that spatialized notions of race and sense of belonging had on 10 Black students from a predominantly White institution, in a diasporic study abroad experience in Cuba. In particular, this study explored how race was situated in the study abroad program (space) and in Cuba (place) and how it impacted Black students' sense of belonging. Findings indicated the location and content of the study abroad experience, along with the group makeup of the trip, created a positive sense of belonging for Black students. Specifically, the themes that emerged include, Racialized Spaces: Connection to Blackness in the Program and Racialized Places: Connection to Blackness in the Destination. This study supports the importance of designing intentional programs that can build community and sense of belonging for Black students abroad.

The continuous and controversial arguments about any relationship between foreign aid and the national content of the learned curricula in new and emerging entities in post-conflict areas in general, and in the Palestinian case in particular, have been a source of apprehension for many educators, stakeholders, educational experts, and even school children's parents. This study aims at investigating the challenges to preserve authentic national and historical content in the light of receiving European foreign aid, taking Palestine as a case. The researcher adopted a mixed-methods approach to achieve the study's goals. The national content of the school textbooks of the lower basic stage was analysed as a purposive sample of the Palestinian national curriculum. Moreover, semistructured interviews were conducted with a) curriculum professionals and policymakers from the Ministry of Education to find out the direct impact of European aid on the national content of the Palestinian curriculum, and b) with Palestinian teachers to investigate their attitudes towards the adequacy and efficiency of the national and historical content of the Palestinian curriculum. The results of the content analysis present many national themes and values, yet with diverse dominance and distribution. The semi-structured interviews revealed the continuous pressure on the Ministry of Education to change the content of Palestinian curricula, and its impact on the national content. As for the teachers' interviews, the results demonstrate that Palestinian teachers do not have positive perspectives on the national and historical content and look forwards to fundamental improvements in the national and historical curriculum.

As China increasingly engages in global human rights mechanisms, it has demonstrated a commitment to reforming its national curriculum. Through examining textbooks published during Xi Jinping's tenure, this study investigates how China embeds human rights issues in the English language curriculum. The findings indicate that the human rights issues addressed in the English textbooks have surpassed China's official revisionist narrative. This can be attributed more to the inherent features of the discipline of English than to a deliberate state strategy. Human rights issues are sorted into three categories: strictly taboo, decontextualised, and actively promoted. The meticulously constructed narratives highlight China's leadership in addressing global issues while avoiding critical examination of its domestic human rights situation. As a result, genuine social issues in human rights education (HRE) are overshadowed by propaganda. This study concludes that China's commitment to HRE largely remains an empty promise.

In recent years, the discipline of statistics has begun reckoning with its difficult history. Institutions are reconsidering names that have honored key historical figures in statistics who have deep ties to eugenics movements and racial and class prejudice. These names, however, continue to appear in our classrooms, where we teach the methods created by these individuals, raising the question of how instructors should address their legacies. Three examples of famous statisticians and their work - Francis Galton's use of conditional probabilities to demonstrate "hereditary talent," Karl Pearson's attempt to quantify the intelligence of Jewish immigrant students, and Ronald A. Fisher's creation of the analysis of variance to de-emphasize environment in human development - highlight the intimate ties between statistics and eugenics. These examples, along with a discussion of the context of these men, eugenics movements, and the statisticians and scientists who opposed their eugenic programs, can humanize the field for students, teach them about the challenges in accurate and unbiased data collection and analysis, and connect historical mistakes to contemporary ethical issues. Confronting this history in the classroom can both improve the teaching of the statistical methodologies themselves and begin a broader conversation about the role of statistics in the world. Supplementary materials for this article are available online.

The model for implementing pedagogical technologies to the develop cognitive processes of secondary education students is highly significant in the present era. The purpose of the study is to substantiate and practically test some pedagogical technologies used in the process of secondary education. To investigate this issue in more detail, theoretical research methods were used, namely: analysis, generalisation, synthesis, structural and functional methods, and empirical research methods such as testing, survey, and experiment. The main result of the study is the proof of the fact that pedagogical technologies for the development of cognitive abilities in students affect their success in learning and their level of productivity. The experimental part of the study showed that it is necessary to introduce such teaching methods as game techniques "In search of the truth," "Perceive the date," "Naughty numbers," and "Black Box" in the development of chronological knowledge in history lessons, since the use of such techniques at any age contributes to the development of stable associative connections, as opposed to direct memorisation. Moreover, such training promotes the development of imagination, logical thinking of students, and memorisation mechanisms and effectively affects the development of cognitive abilities of the individual. The practical significance of this study is that all the materials can be used in educational institutions by teachers, students, and other researchers.

The first descriptions of "non-specific" killing of tumor cells by lymphocytes were reported in 1973, and subsequently, the mediators of the activity were named "natural killer" (NK) cells by Rolf Kiessling and colleagues at the Karolinska Institute in 1975. The activity was detected in mice, rats, and humans that had no prior exposure to the tumors, major histocompatibility complex (MHC) antigen matching of the effectors and tumor cells was not required, and the cells responsible were distinct from MHC-restricted, antigen-specific T cells. In the ensuing five decades, research by many labs has extended knowledge of NK cells beyond an in vitro curiosity to demonstrate their in vivo relevance in host defense against tumors and microbial pathogens and their role in regulation of the immune system. This brief Perspective highlights a timeline of a few selected advancements in NK cell biology from a personal perspective of being involved in this quest.

Fossils of large animals have long influenced social practices and ideologies in human societies, including the fantastic myths of giants, heroes, and gods in ancient Greece. It has been estimated that purposeful fossil collecting in Greece began in the Late Bronze Age. However, previous archaeological finds of fossils from mainland Greece were not well documented in secure contexts that dated this far back in time. Herein, we present a newly recognized fossilized astragalus bone recently found in the legacy collections of the archaeological site of Mycenae. It was originally recovered by excavations in the 1970s and recently reanalyzed at the Mycenae Museum. Our analysis explored the available evidence of the find location, the state of fossil preservation, and the species represented. The results suggest that a fossilized rhinoceros (Stephanorhinus) astragalus was collected in the past, possibly from afar. Evidence indicates it was brought to Mycenae, where it was deposited near an interesting array of artifacts in a basement storage area of the Southwest Quarter, sometime in the thirteenth century BCE. This find represents the earliest secure evidence of large animal fossil use by people in mainland Greece, dating to the Late Bronze Age.

In the centuries following Christopher Columbuss 1492 voyage to the Americas, transoceanic travel opened unprecedented pathways in global pathogen circulation. Yet no biological transfer is a single, discrete event. We use mathematical modeling to quantify historical risk of shipborne pathogen introduction, exploring the respective contributions of journey time, ship size, population susceptibility, transmission intensity, density dependence, and pathogen biology. We contextualize our results using port arrivals data from San Francisco, 1850 to 1852, and from a selection of historically significant voyages, 1492 to 1918. We offer numerical estimates of introduction risk across historically realistic ranges of journey time and ship population size, and show that both steam travel and shipping regimes that involved frequent, large-scale movement of people substantially increased risk of transoceanic pathogen circulation.

The Get With The Guidelines-Stroke program which, began 20 years ago, is one of the largest and most important nationally representative disease registries in the United States. Its importance to the stroke community can be gauged by its sustained growth and widespread dissemination of findings that demonstrate sustained increases in both the quality of care and patient outcomes over time. The objectives of this narrative review are to provide a brief history of Get With The Guidelines-Stroke, summarize its major successes and impact, and highlight lessons learned. Looking to the next 20 years, we discuss potential challenges and opportunities for the program.

Abstract: The Mundra Port on the Gulf of Kutch in western India is one of India's largest port projects today. This article takes the port-circulated narrative of the coast being a natural harbor as its starting point, to show how fresh water was central to official maritime projects until the early postcolonial period. Conserving mangroves and freshwater creeks was not antithetical to maritime ports but part of the same administrative project. Political and infrastructural shifts from the river to the tide naturalized the erasure of coastal fresh water and transformed the coast into a singularly tidal space, creating the conditions for the development of a large-scale, high-technology shipping port.

Apart from northern and central China, the fossil record of the latest Miocene and Early Pliocene of Asia is not well documented and the record of South China during this interval is especially poor. Shuitangba, a site in Yunnan Province, offers a rare window into the paleoenvironment of the latest Miocene in southwestern China. Over 2400 vertebrate and macrobotanical specimens have been recovered from the site. The faunal assemblage is dominated by aquatic avian taxa and many of the mammalian taxa are those that indicate densely vegetated, water-margin habitats. Pollen and carpological remains indicate a temperate to subtropical, broad-leaved/coniferous forest around standing water, with more open areas containing grasses and herbs. Analyses of clay minerals, chemical weathering, and enamel stable isotopes suggest that Shuitangba was warmer and more humid than today, possibly with more pronounced seasonality. Results of community structure analysis indicate that the Shuitangba mammalian community was different from those of other Late Miocene Chinese sites in the high proportions of aquatic-dependent mammalian taxa. While Shuitangba shared mammalian faunal elements with other Late Miocene sites in Yunnan, it was still faunally distinct. Further, Shuitangba was depauperate in its mammalian fauna, which may have been a result of the depositional setting rather than a true reflection of regional faunal diversity.

All parts of Heraclitus’ cosmos are simultaneously living and dying. Its constituent stuffs (“biomasses”) cycle endlessly through physical changes in sweeping patterns (“biorhythms”) that are reflected in the dynamic rhythms of Heraclitus’ own thought and language. These natural processes are best examined at a more-than-human level that exceeds individuation, stable identity, rational comprehension, and linguistic capture. B62 (“mortals immortals”), one of Heraclitus’ most perplexing fragments, models these processes in a spectacular fashion: it describes the imbrication not only of humans and gods but of cosmic masses more generally, and its language mimics the natural relations that it names, or rather intimates through its grammatical and syntactical indeterminacy. The remaining fragments amplify the uncertainties and the exhilarations of Heraclitus’ worldview along the same lines. His approach to nature raises urgent questions about how human beings fit into the cosmos, not least by challenging our intuitive conceptions of life and death, our material makeup, and our entanglements with our natural surroundings. In doing so, he provides vital lessons for contemporary ecological awareness, and proves to be an unexpected ally.