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Updating an earlier study, this article reviews the literature of information literacy (IL) instruction since 2008 for empirical evidence of the value of research logs or research journals for effective pedagogy, assessment, and prevention of plagiarism in IL instruction at the college level. The review reveals a mismatch between the acknowledged theoretical and practical value of research log assignments and the mixed advocacy for them in the literature. The article further analyzes the literature for the drawbacks of research log assignments and points toward ways of mitigating these drawbacks. [ABSTRACT FROM AUTHOR]

The article presents the acknowledgement and thank giving to the individuals for serving as peer reviewers for Reading Research Quarterly during the period of July 1, 2021, to June 30, 2022.

The article focuses on acknowledgements of standing in the English mind in the final decades of his life, like James Cameron calling him a "great national figure." Topics include considered that they acknowledge his preeminence in English theology, like Harold L. Weatherby calling him "the most important English theologian of the last two centuries."

It is a common practice for authors of an academic work to thank the anonymous reviewers at the journal that is publishing it. Allegedly, scholars thank the reviewers because their comments improved the paper and thanking them is a proper way to show gratitude to them. Yet often, a paper that is eventually accepted by one journal is first rejected by other journals, and even though those journals' reviewers also supply comments that improve the quality of the work, those reviewers are not customarily thanked. We contacted prominent scholars in bioethics and philosophy of medicine and asked whether thanking such reviewers would be a welcome trend. Having received responses from 107 scholars, we discuss the suggested proposal in light of both philosophical argument and the results of this survey. We argue that when an author's work is published, the author should thank the reviewers whose comments improved the paper regardless of whether those reviewers' journals rejected or accepted the work. That is because scholars should show gratitude to those who deserve it, and those whose comments improved the paper deserve gratitude. We also consider objections against this practice raised by scholars and show why they are not entirely persuasive. [ABSTRACT FROM AUTHOR]

Documented skeletal collections constitute a key resource in forensic anthropological and bioarchaeological research as they allow both the development of methods for the estimation of various parameters of an individual's biological profile, and the examination of the accuracy of existing methods in different skeletal assemblages. The acknowledgement of the utility of documented collections is attested by the large number of such collections across the world. The current review will focus on two modern reference collections in Greece, briefly presenting their composition, the research projects in which they have been employed, and future prospects for their use. [ABSTRACT FROM AUTHOR]

An editorial is presented on authorship, contributorship, and acknowledgements. Topics include that the Consortia Advancing Standards in Research Administration Information has developed a taxonomy for assigning credit to authors in science publications named CRediT (Contributor Roles Taxonomy); and the inclusion of methodology, project administration, and writing part of review & editing.

In this article, I focus on the work of the South Asian Network for Gender Transformation (SANGAT) to show how it goes beyond the current turn to the Global South in much contemporary transnational feminisms. It does so in two ways. One, as evident in the name, it defines a regional imaginary, which is place-based and informed by the long history of interactions in the area beyond the colonial, postcolonial, and recent global forces, as well as in conversation with discourses and practices from the North. Second, its praxis connects activists across borders in a process of mutual learning that acknowledges power inequalities and draws upon local as well as transnational feminist theories and methodologies to enable sustainable collaborations for social and gender justice in the region. Thus, rather than reproducing the North/South binaries with its attendant erasures SANGAT seeks to go beyond them to develop place-based yet connected 'solidarities of epistemologies' and praxis. [ABSTRACT FROM AUTHOR]

Purpose: The theory building of inclusive workplace is still in its early stages, particularly concerning the inclusion of the poor in the developing countries. Through the exploration of social entrepreneurial inclusion, this study extends the inclusive workplace theory by featuring the inclusive dynamism of organizations for the poor in developing countries. Design/methodology/approach: A case study approach was selected, as the goal of this study is to build on the theory in an under-researched area. This qualitative study is described as theory elaboration as it expands upon theoretical links that have received little attention among workforce diversity scholars. Findings: We have established a conceptual framework of social entrepreneurial inclusion, which encompasses the following normative themes: organizational perspective for promoting social equality, empowering relationships, a sense of inclusion, organizational access to valuable resources and empowered inclusion. Research limitations/implications: Although we have taken an exploratory qualitative approach and made efforts to report our data neutrally, we acknowledge that the ethical and theoretical positions taken in analyzing the data may have influenced the outcome of this research and, therefore, our findings can never be truly objective. We also acknowledge that this study was conducted in developing countries, thus the poor inclusive workplace model is not generalizable for the poor in developed countries due to different institutional and ecological settings. Practical implications: We have illustrated the importance of business leaders leveraging the opportunities in the space between interdependency of individuals and organizations through doing well by doing good. Poor-inclusive workplaces need business leaders who can demonstrate the effective interpersonal skills to develop constructive and personalized relationships with the workers, the family and community members to encourage the idea that the poor be included in the workplace. Social implications: The findings from this study also infer how corporations may collaborate with SEs and humanitarian agencies for inclusive growth so they can simultaneously unleash economic value and social value to develop more effective poor-inclusive business models in both sectors. Social entrepreneurs (SEs) and humanistic agencies tend to have situated knowledge of the poor in terms of locally embedded needs and knowledge of the community that corporations do not have. Originality/value: This paper promotes the integrative workplace models of inclusion where inclusion of poor is empowered through involvement of multiple parties inside and outside workplaces. The empowered inclusion outcomes are strengthened through organizational access to valuable resources at the institutional level. [ABSTRACT FROM AUTHOR]

Acknowledgements have caught the attention of policy makers as they, like citations, indicate influential contributions to a scientific work. The present paper analyzes the acknowledgements-funding and personal- of the research output of the University of Kerala for the period 2001-2018. Of the 1972 records extracted from the Web of Science, 829 records (42%) had funding information. Among the countries, other than India, the United States was the leading country with 26 funding agencies. There were 166 unique funding agencies of which the Government agencies were the predominant funders. Though Chemistry had the largest number of funded publications, the research area of Geology was seen to be funded by the largest number of 25 funding agencies. Personal acknowledgements were categorized into five main categories and the category- "Access to Research Related Information" accounted for 46.02% and "Peer Interactive Communication" accounted for 16.82% of the acknowledgements. The lack of consistency of acknowledgment data still poses difficulty in analyzing the acknowledgment section. [ABSTRACT FROM AUTHOR]

From literary fiction to planning and policy visions, narratives frame, question, and shape the future and our possibilities to act upon it. This paper approaches the question of narrated agency in future narratives through the lens of the New York waterfront, explored here as a site for enacting and critiquing the possibility to act towards the future. Who is described as having the possibility to act at the waterfront, and to what extent is the water seen as a force in its own right? This essay addresses these questions by examining two key texts imagining a future New York City: the New York Comprehensive Waterfront Plan Vision 2020 (2011) and Kim Stanley Robinson's New York 2140 (2017). It argues that both texts gesture towards an acknowledgement of possible agency of the water, while continuing to reiterate an instrumental relationship with the environment that focuses on processes of appropriation, distribution and production. Ultimately, this essay considers the implications for the implied readers' agency, and for their possibilities to take meaningful action to interact with, and make changes in, their relationship with the water. [ABSTRACT FROM AUTHOR]

Inspired by autoethnography, the article discusses experiences of joint worship between Lutherans and Catholics. Engaging the work of Michel de Certeau, I argue that both ecumenical strategies and ecumenical tactics are ways towards greater unity. Seeing the importance of ecumenical tactics in navigating the liturgy, I suggest that Durheim and Turnboolm's concept of tactical ecumenism should be expanded to include a critical discussion of ecumenical tactics. Through a short personal narrative, I explore three ecumenical tactics that create spaces of unity. The article concludes with a discussion of possible tactical responses to the question of joint worship and Eucharistic sharing. I especially look at the ecumenical tactic of Eucharistic fasting and a possible sharing of the Eucharistic fast. Through these tactics Catholics and Lutherans can jointly acknowledge the existing division in hope of greater visible unity to come. [ABSTRACT FROM AUTHOR]

The importance of research data has grown as researchers across disciplines seek to ensure reproducibility, facilitate data reuse, and acknowledge data as a valuable scholarly commodity. Researchers are under increasing pressure to share their data for validation and reuse. Adopting good data management practices allows researchers to efficiently locate their data, understand it, and use it throughout all of the stages of a project and in the future. Additionally, good data management can streamline data analysis, visualization, and reporting, thus making publication less stressful and time-consuming. By implementing foundational practices of data management, researchers set themselves up for success by formalizing processes and reducing common errors in data handling, which can free up more time for research. This paper provides an introduction to best practices for managing all types of data. [ABSTRACT FROM AUTHOR]

Emphasis is growing on the use and form of doctoral acknowledgements, which are often viewed as sites of gratitude. Research has not addressed whether examiners are influenced by doctoral acknowledgements. We explore whether examiners read or do not read the acknowledgements, the reasons for their choice in this regard and whether the acknowledgements have an impact on examiners' overall judgement of the thesis. Data collected through an exploratory qualitative online survey indicated that the majority of examiners do read the acknowledgements for a number of reasons: to check on the extent to which the work is the candidate's own, to check on the quality of the student or supervisors and to discern the human being behind the thesis. Those who do not read them believe that the acknowledgements are not relevant to the examination process, they are not part of science, they are a personal statement and they have nothing to do with the quality of the work. Even though the majority of the examiners believe that they are not influenced by the acknowledgements, there was bias in their responses. This insight has pedagogical implications that relate to how doctoral supervisors and doctoral candidates understand and structure acknowledgements to meet the requirements of the examiners. [ABSTRACT FROM AUTHOR]

Writing researchers know relatively little about the needs and experiences of faculty writers. As a result, institutional approaches to improving scholarly productivity fail to account for vital components of writerly development and in doing so limit access to the academic enterprise. Drawing on an interview- based longitudinal study of faculty writers and the construct of selfauthorship from the field of human development, this article reveals epistemological, interpersonal and intrapersonal dimensions of faculty writer development. Invoking Paul Prior, I call for inclusive support strategies that acknowledge and sponsor faculty writers' complex trajectories of becoming. [ABSTRACT FROM AUTHOR]

This article brings together approaches from a range of disciplines to explore how we might approach testimony as it is produced through culture. It examines how we can define and understand the diverse forms of witnessing that are produced in artistic works and everyday practices such as education and law. With a focus on the witness to atrocity, the article develops a theoretical framework for the study of testimony through culture. It highlights the importance of focusing on the 'witnessing text' and the relationship between text and audience. Authenticity is thus understood as a process based on trust and acknowledgement, which can explain our reluctance to accept perpetrator testimony. Nonetheless, allowing perpetrators to speak and engaging with perpetrator texts through 'other-oriented empathy' is essential if we are to fully understand and prevent mass violence. Authenticity and empathy are also key terms in our engagement with secondary witnesses. Reflection on what it means to 'know' violence can help us unpick the relationship between ethical approaches to the mediation of testimony and the response elicited by 'fake' testimonies. Ultimately, I conclude that fictionalisation of testimony is legitimate, but that it gives rise to ethical questions relating to the purpose of that mediation. [ABSTRACT FROM AUTHOR]

Multihalle Mannheim – how to continue with Frei Otto's wooden lattice shell? The lightweight and wide spanning wooden grid shell of the Multihalle Mannheim, conceived and developed for the 1975 Federal Garden Show by the late architect Frei Otto, is getting up in years. The extraordinary lattice construction finds worldwide acknowledgement. Since 1998, the Multihalle ranks as a listed monument. Because of increasing damage, the hall had to be closed in 2011. Since then, different ideas have arisen about what can be done with the building and what can it be used for. Hereinafter the origin and the current state of the wooden grid shell will be described and the possibilities and limits of technical repair and monument preservation will be expounded. [ABSTRACT FROM AUTHOR]

This study is intended for identification of mobbing behaviors that teachers experience at schools, the underlying reasons for mobbing, their consequences and persons imposing mobbing and for introduction of solutions in line with teachers' opinions in order to avoid mobbing behaviors. This study is a case study that addresses case-specific factors in qualitative research by means of an integrated approach. The study group is composed of 37 teachers that worked in Kilis during the 2013-2014 school year. During the research, a semi-structured interview method has been adopted among others. Descriptive, content and frequency analysis methods have been applied for data analysis. ATLAS.ti 6 package programme has been used for data analysis. Based on the comments from teachers, the most common mobbing behaviors inflicted upon them at schools are: disregarding ideas and opinions, talking behind someone's back, interrupting and ignoring him/her usually. It has been determined that school administrators are the most common persons imposing mobbing. Meanwhile, the impact of mobbing on teachers is: reduced commitment to the school, unhappiness, lack of confidence in the school and depression. Throughout the research, it has been revealed that the underlying reasons for demonstrating mobbing behaviors are: the administrator's concern for losing his/her authority, his/her ambition for acknowledgement of his/her demands and the political and union factions at the school. In order to prevent mobbing behaviors at schools, administration should be merit-based, the administrators should receive in-service training for management of human relations and they should be aware of the legal rights of the teachers under such circumstances. [ABSTRACT FROM AUTHOR]

An editorial is presented which discusses the collaborative writing with multiple authors which has additional challenges including varied levels of engagement of coauthors, provision of fair credit through authorship or acknowledgements and acceptance of diversity of work styles. Also discussed are the 10 simple rules for collaboratively writing a multi-authored paper which include to build a writing team wisely; to create a data management plan and to jointly decide on authorship guidelines.

The article focuses on the work of literary criticism in the social and psychic network glimpsed, disavowed, exhibited, or peacocked in such textual acknowledgements in language of objectivity. It mentions set of mischaracterizations of criticism as naively objectivist or unfashionably confident in the correctness of its opinions. It also mentions counterargument to the totality of critics which has served as synecdoche.

This paper examines the relationship between ‘aspiration’ and identity as rendered within discourses of power. Focusing on the deeply ingrained values of a group of 23 white working-class boys from South London (aged 14-16), the research critically considers the conception of power within a neoliberal era which produces both new subjectivities and new counter-narratives. The research examines a group of boys who fully acknowledge that post-compulsory education would enhance their power in society but who simultaneously articulated how accruing power made them feel uncomfortable. There exists a tension between the working-class values inculcated in the community and the neoliberal prerogatives of the school; as a result, their shared habitus engages in a continual process of reconciling competing and contrasting conceptions of what it is to be powerful. [ABSTRACT FROM AUTHOR]

Standardised tests, such as the California Critical Thinking Skills Test, are often employed to measure the critical thinking skills of students in higher education. While these tests do assess certain aspects of critical thinking, it is important to acknowledge their limitations. In the quest for scientific validity and objectivity, they rely on multiple choice and short answer formats that do not accurately reflect the kind of tasks students undertake at university. With the growing trend in education for measuring and comparing outcomes, we must be wary of relying on such tests to evaluate the crucial attribute of critical thinking. [ABSTRACT FROM AUTHOR]

The Research and Assessment Committee of the International Ombudsman Association (IOA) was charged by the Board of Directors to create a research agenda for the ombuds field. The agenda is intended to serve as a guide for future initiatives within the IOA related to research, outline the research priorities of the IOA for outside entities, and establish research as a fundamental value to the field of ombuds work. A Research Agenda Subcommittee formed to take on this project and develop a qualitative survey to identify the research interests of IOA members. The subcommittee distributed the survey to all current members, and eightyfive of them completed it. Analysis of the data resulted in eight major research goals supported by 42 specific research areas. This article establishes the importance of the research agenda for the IOA, explains the methodology used to create it, explores areas of inquiry underpinning each of the eight research goals, and discusses implications for the advancement of research on organizational ombuds. ACKNOWLEDGEMENTS We are grateful for the valuable contributions that many of our ombuds colleagues made to this project. Alan Lincoln, Zachary Ulrich, Robert Harris, and Valmarie Albertini took part in survey development, research design, and/or data-gathering, and Duncan McDonald assisted with data analysis. Mary Rowe, Linda Brothers, Timothy Hedeen, Jennifer Schneider, Debra Giambo, Kim Fulbright, and Willem Kweens provided feedback on our analysis and interpretation of the data. Wayne Marriott, who joined the subcommittee in the project's final stages, brought a fresh perspective and editing to the writing of this manuscript. Finally, we want to express appreciation to the IOA for its support of research and this project. [ABSTRACT FROM AUTHOR]

A primary function of an organizational ombuds is to identify and report trends in visitor issues and make recommendations for responsibly addressing them. But how does an ombuds define a trend, and how can one know if the issue is truly pervasive or of consequence? This article describes a pattern of student experiences that was identified by a student ombuds at a large, public research institution. The ombuds mined relevant survey data that were previously collected by the institution to see if visitors' accounts seemed consistent with those of other students at the University. Exploring relevant existing data allowed the ombuds to report quantitative information to support the compelling anecdotal accounts of student visitors. This article is intended to get ombuds thinking about data collected by their organizations that may support trends they identify in their practice. ACKNOWLEDGEMENTS The author wishes to thank Jessica Misa, who was a graduate assistant during the time of this project. Her research on adult learners and her commitment to helping all students succeed was central to this project and to the effectiveness of the Student Ombuds Office. [ABSTRACT FROM AUTHOR]

This paper discusses the ‘telling case’ and the manner and extent of its use in social research. The ‘telling case’, proposed by Mitchell as a counter to prevailing expectations of typicality, is an ethnographic case study, derived from analytic induction and focused on the exposure of new theoretical insights. By means of an evaluation of the available literature this paper summarises Mitchell’s construal of the ‘telling case’ before examining how it has been exploited by others. The evidence suggests that while authors acknowledge the source of the ‘telling case’ few offer any substantial acknowledgement of Mitchell’s conceptualisation, indicating that most ‘telling case’ research has employed Mitchell’s name somewhat disingenuously and contributed to the growth of a methodological myth. Moreover, despite its international spread, its origins seem located in the work of a small number of internationally recognised scholars and the mobility of their former graduate students. [ABSTRACT FROM AUTHOR]

Despite the widespread use of performance-based management in higher education, empirical research on its actual impact has remained scarce, particularly in Europe. With agency theory as a framework, our study utilised survey data collected from Finnish universities in order to explore the influence of performance management on perceived teaching and research performance of senior academics. Our findings suggest that, although academics hold a quite positive view of performance measurement as such, this attitude does not correlate with perceived high performance in either teaching or research. Moreover, our results suggest that perceived high performance among academics still relates primarily to acknowledgement from the academic community and academic achievement rather than to measurement and financial incentives. [ABSTRACT FROM PUBLISHER]

Purpose Science is subject to a normative structure that includes how the contributions and interactions between scientists are rewarded. Authorship and citations have been the key elements within the reward system of science, whereas acknowledgements, despite being a well-established element in scholarly communication, have not received the same attention. The purpose of this paper is to put forward the bearing of acknowledgements in the humanities to bring to the foreground contributions and interactions that, otherwise, would remain invisible through traditional indicators of research performance.Design/methodology/approach The study provides a comprehensive framework to understanding acknowledgements as part of the reward system with a special focus on their value in the humanities as a reflection of intellectual indebtedness. The distinctive features of research in the humanities are outlined and the role of acknowledgements as a source of contributorship information is reviewed to support these assumptions.Findings “Peer interactive communication” is the prevailing support thanked in the acknowledgements of humanities, so the notion of acknowledgements as “super-citations” can make special sense in this area. Since single-authored papers still predominate as publishing pattern in this domain, the study of acknowledgements might help to understand social interactions and intellectual influences that lie behind a piece of research and are not visible through authorship.Originality/value Previous works have proposed and explored the prevailing acknowledgement types by domain. This paper focusses on the humanities to show the role of acknowledgements within the reward system and highlight publication patterns and inherent research features which make acknowledgements particularly interesting in the area as a reflection of the socio-cognitive structure of research. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to identify the research contributions of authors and subauthors in order to outline how authorship, as opposed to acknowledgment, is awarded in the lab-based life sciences.Design/methodology/approach The work tasks described in author contribution statements and acknowledgments sections of research articles published in Nature Chemical Biology were classified according to a three-layered taxonomy: core layer; middle layer; outer layer.Findings Most authors are core or middle layer contributors, i.e. they perform at least one core or middle layer task. In contrast, most subauthors are outer layer contributors. While authors tend to be involved in several tasks, subauthors tend to make single contributions. The small but significant share of authors performing only outer layer tasks suggests a disconnect in author attribution between traditional author guidelines and scientific practice. A level of arbitrariness in whether a contributor is awarded authorship or subauthorship status is reported. However, this does not implicate first or last authorships.Research limitations/implications Data from one journal only are used. Transferability is limited to research in high impact journals in the lab-based life sciences.Originality/value The growth in scientific collaboration underlines the importance of gaining a deeper understanding of the distinction between authorship and subauthorship in terms of the types of research contributions that they de facto represent. By utilizing hitherto unexplored data sources this study addresses a gap in the literature, and gives an important insight into the reward system of science. [ABSTRACT FROM AUTHOR]

This paper contributes to the foundation of a special knowledge sociology the recover of the concept of intersubjective fight for acknowledgment. In a simple way, it presents some findings of the empiric-analytic phase of the research: Base-line for building indicators of knowledge communication in social sciences, arts & humanities area. In terms of the theoretical category, researchers in the area of Social Sciences, Arts & Humanities of the Universidad de Antioquia are claiming visibility of their specialties as a particular form of knowing. Aditionally, they consider that Sistema Nacional de Ciencia, Tecnología e Innovación (SNCTI) and the Sistema Universitario de Investigación (SUI) have a unidimensional perception of knowledge. [ABSTRACT FROM AUTHOR]

Acknowledgements are a widely used genre in academic discourse to express gratitude towards various types of assistance and contribution of individuals and institutions, and they have been reported to be contextually and culturally interwoven. Despite a number of acknowledgement studies in various settings, little is known of how these texts are composed by EFL writers in Vietnam and whether or not the culture has any influence on the composition of acknowledgements as reported in previous studies of acknowledgements. Following Hyland's (2004) and Hyland and Tse's (2004) frameworks, this study investigates the generic structures and linguistic elements of acknowledgements in 202 TESOL master's theses written by Vietnamese postgraduates. The findings were compared with those in the literature to explore cross-cultural variations in acknowledgement writing. Semi-structured interviews were also conducted with actual thesis writers. The results revealed that these writers generally followed Hyland's (2004) three-tier structure of writing thesis acknowledgements, but they were frank and less reserved in expressing their gratitude than their Chinese-speaking counterparts. Moreover, socio-cultural expectations, personal dispositions, and individual writing styles mainly affected their move constructions, inclusions of acknowledgees and linguistic choices. [ABSTRACT FROM AUTHOR]

This piece originated as an article in In Medias Res on 31 May 2019 and has been updated for the Journal of Classics Teaching. The author would like to acknowledge the helpful feedback from the editors at In Medias Res and The Journal of Classics Teaching on earlier drafts of this essay. Their suggestions helped produce a superior piece. [ABSTRACT FROM AUTHOR]

In this article we compare advice-giving in academic supervision meetings at Swedish-speaking university departments in Sweden and Finland. Working within the field of variational pragmatics and analyzing interaction in detail we show how Sweden-Swedish and Finland-Swedish supervisors and students, as experts and non-experts in an institutional setting, initiate and respond to advice. The data consist of video and/or audio recordings of eight naturally occurring supervision meetings. All meetings show a similar pattern regarding the frequency and sequential structure of advice initiation and reception. The main differences between the two data sets occur in how advice is formulated and acknowledged. In the Sweden-Swedish data, advice is often given with strong mitigation and responded to by upgraded acknowledgements. In the Finland-Swedish data, advice delivery is more succinct and acknowledgements are often neutral. [ABSTRACT FROM AUTHOR]

Output resulting from institutional collaboration has been widely used to create performance indicators, but focusing on research guarantors has recently provided a way to recognize the salient role of certain scientific actors. This paper elaborates on this approach to characterize the performance of an institution as guarantor based not only on its guarantor output but also on the importance of the institutions with which it collaborates. Accepting that guarantorship implies in some way acknowledgement of a prominent role on the part of the collaborating institutions, and that this recognition will be more important the more important the collaborating institutions, the paper describes two approaches to measuring this acknowledgement and discusses their effectiveness in helping to recognize prominent scientific actors by using a case study in the Library and Information Science field. The results show a high assortativity in scientific collaboration relationships, confirming the original hypothesis that important institutions tend to grant prestigious institutions the recognition of their relevance. [ABSTRACT FROM AUTHOR]

In the United States and other Anglophone countries in the Global North, there exists a rich and lengthy literature on how white teachers and teachers-in-training can and should begin to recognize, question and challenge their own privilege. Indeed, entire literatures have been developed around problematizing whiteness, and teacher education programs regularly incorporate this literature into preservice courses as an expected part of teacher training. However, despite similar proportions of white educators and researchers-in-training in comparative and international education, a similarly thorough discussion and unpacking of privilege is relatively lacking. Comparative and international education graduate programs rarely (if ever) incorporate multicultural education courses similar to those that have become staples in North American teacher education, and the literature interrogating whiteness in comparative education is still nascent. However, in 2015 several significant steps forward were taken into this dearly needed conversation, opening potential lines of continued inquiry. This essay outlines and begins to explore several of these directions for the future of the field: namely, critical self-studies of comparative educators, ethnographic research of racial dynamics in international education development organizations, and critical discourse analysis of prominent documents in international education and their recognition (or lack of such) of the role of race in sustaining global educational inequities. [ABSTRACT FROM AUTHOR]

The article presents information on the journal's issue which includes the acknowledgement, the introductions, and chapters.

Adrienne Kennedy, in her oeuvre, has addressed the intersecting complications of gender and race. Most of her plays have examined and explored the ways in which these categories are constructed in American society. Through her focus on the experience of African American female characters, Kennedy's theatrical work has illuminated the ways in which African American women are doubly oppressed. From this perspective, Sarah of the Funnyhouse of a Negro presents one of the most significant issues discussed by contemporary African American literature, which is the intersectionality of oppression. Funnyhouse was written in 1964, and the theory of intersectionality was established in 1989. Therefore, investigating the play through the lens of intersectionality reflects that Funnyhouse had advanced the time in which it had been written. The present paper aims to illustrate alienation through the lens of intersectionality to examine oppression and suffering experienced by Sarah. To accomplish this aim, the paper will focus on three dimensions presented in the play: race, gender issues and hybridity. Approaching these intersectional dimensions in the play helps to provide a full image of the alienation that Sarah was facing and suffering from the perspective of intersectionality. [ABSTRACT FROM AUTHOR]

This paper examines the estranged father-son relationship in the 2014 American drama film The Judge and explores how the protagonist, Judge Palmer, and his son, Hank, negotiate between their remorse at failing to form filial attachment and their continued defiance towards reconciliation. Both characters appear to mirror one another's emotional disconnection as each isolates himself in a cocoon of invisibility and lack of interaction. This mirroring gesture is a motif that recurs throughout the film, making evident the internal and external conflicts of the narrative. The finding of the study indicates that the judge's fear and shame i.e. his inner conflict, is rooted in the numbing of his emotions towards his second son. The finding also indicates that only by accepting the aspect of fear and shame does the protagonist leam to admit both his past failure and his current estrangement from his son. This recognition of his fear and shame, as the investigation illustrates, leads to a recognition of his vulnerability. The construct of vulnerability used in this discussion can be defined as the empowering awareness of one's fragility in the face of conflict. Judge Palmer's acknowledgement of his fear and shame allowed him to understand and recognise the conflict he faced with his son, Hank. The implication of this reading is that when each man embraces his fear and shame through a sense of awareness of his past failures, the filial conflict between them begins to be resolved and the estrangement between the father and son appears to mend. [ABSTRACT FROM AUTHOR]

Although much previous research has examined the expression of stance in different registers, it is restricted to such primary genres as published research articles, textbooks, and student essays. Little is known of the ways writers express stance in an underexplored academic genre – acknowledgements. Using a corpus-based approach, this present study builds on previous research, notably from Biber (2006), aiming to investigate to what extent the frequencies of the range of lexico-grammatical devices used for the expression of stance in acknowledgements vary across disciplines. In particular, it focuses on disciplinary writing practices of the soft and hard disciplines and on stance expressions with regard to social functions and lexico-grammatical patterns. A quantitative analysis shows important distributional trends of stance expressions across disciplines, with the soft disciplines using more stance features than the hard disciplines, and a qualitative analysis of selected concordance lines identifies various social functions and distinctive lexico-grammatical patterns. It is found that stance devices appear to be motivated by different factors such as the nature of research, the imbalance of the power and position between the writers and thanked addressees, the amount of assistance and support the writers receive from different sources, and their strategic career choices. [ABSTRACT FROM AUTHOR]

The author reflects on the twenty years anniversary of the journal "Waikato Journal of Education (WJE)", wherein he reviews the 2015 collections. He acknowledge the many authors who have submitted their papers such as Clive McGee, Jim Denison, and Deborah Fraser. He also mentions the international view of a school curriculum.

This study investigates the polite language behaviour of users of Cameroon English in a typical plurilingual and multiethnic context with emphasis on the politeness strategies used with regard to acknowledging. Based on Brown and Levinson'sPoliteness Theory, the data, obtained from the acknowledgements pages of students' dissertations in the University of Yaoundé 1, were investigated with the aim of identifying politeness strategies and their relative frequency. The study demonstrates that the urge to save face by being polite engenders a range of strategies, including the use of honorifics to mark deference, the use of terms of kin to foster solidarity and the use of self-abnegation as well as polite lexical forms to show deference, create and consolidate fraternity and above all save face as they acknowledge the contribution of others to the realisation of their research projects. [ABSTRACT FROM PUBLISHER]