Suchergebnisse

"The life of Roger Ascham (1515/16 to 1568) coincided with the reigns of four Tudor monarchs, the rise and death of Luther, the Council of Trent and the wholesale division of Christendom. He operated in arenas including Cambridge University, the Court, the Continent and the capital, and his works engaged with the most important intellectual concerns of his age, including humanism, educational reform, religion and politics. In this volume historians, literary specialists and classicists have worked together both to re-evaluate more familiar territory in Ascham's life and work and to illuminate previously untapped sources. Their essays reveal Ascham as a considerably more significant figure than previous scholarship has suggested. Two appendices provide valuable further biographical and bibliographical material"--

Youth citizenship is now on the international agenda. This paper explores what that concept might mean in the context of two African nations: Kenya and Ghana. Post independence, both countries focused on rethinking the colonial concept of citizenship in line with their political-cultural traditions, providing education for all youth and to encouraging new notions of national citizenship. Programmes for civic education were established that have been reshaped over the last fifty years. These citizenship education programmes display the tension between different political goals of national unity, economic progress and the promotion of human rights, working with diversity, and encouraging collective responsibility and individual development. The aim is to use the education of the citizen to encourage civic engagement although there is evidence that these programmes might not, for a variety of reasons, engage all young people into the nation building project. The paper considers evidence from a wide range of documentary and social scientific sources to open debate about how to encourage young people's citizenship within the project of poverty alleviation.

This volume brings together a unique collection of legal, religious, ethical, and political perspectives to bear on debates concerning biotechnology patents, or 'patents on life'. The ever-increasing importance of biotechnologies has generated continual questions about how intellectual property law should treat such technologies, especially those raising ethical or social-justice concerns. Even after many years and court decisions, important contested issues remain concerning ownership of and rewards from biotechnology - from human genetic material to genetically engineered plants - and regarding the scope of moral or social-justice limitations on patents or licensing practices. This book explores a range of related issues, including questions concerning morality and patentability, biotechnology and human dignity, and what constitute fair rewards from genetic resources. It features high-level international, interfaith, and cross-disciplinary contributions from experts in law, religion, and ethics, including academics and practitioners, placing religious and secular perspectives into dialogue to examine the full implications of patenting life.

The purpose of this paper is to present how a selection of current school leaders in two countries, other than Poland, the country in which he lived, perceive the legacy of Janusz Korczak. These two countries are the United Kingdom and Canada. Its role is to present these interpretations for debate and discussion among other school leaders and practitioners, who claim inspiration from him worldwide. We have not suggested that there is a correct or incorrect way to interpret Korczak, rather we are simply interested in how current practitioners perceive his work. The first part of this article is a brief summary of key aspects from the life and works of Janusz Korczak that have entered educational conversation within the United Kingdom and the wider Anglophone world. This has often been through writings by and for teachers or books written for schools, rather than academic texts or even Korczak's original works. Key aspects of his life story presented here are: those years leading the orphanage 'Dom Sierot', and most especially the final months of his life in the Warsaw ghetto, and the last recorded events of his life, including his refusal to go to Theresienstadt and his ultimate death in Treblinka. We also present in this section, because of an expectation that schools may have engaged with these, his views on how societal structures being designed by adults disadvantage children; and his valuing of children's voices, as well as his views on the problematic nature of authority. This paper is a discussion of four linked case studies. Participants for this study were four school leaders, two from the UK and two from Canada. The schools they lead are schools that in public facing aspects of their schools, such as school webpages or public vision statements, refer explicitly to the influence of Janusz Korczak. The method of data collection used within this study was unstructured interviews with school leaders. Through this process we discovered that there are commonalities in how his legacy has been perceived. These included, for all, intertwining his life and work and in doing so presenting him as a role model to children and teachers. Other aspects of his influence focused on student voice, the breaking down of hierarchy and the enabling of creativity.

A global security approach to implementing sustainable development in Southern Africa. - S. 1-22. Khosa, Meshack M. ; Mupimpila, Christopher: On global security: A suggested interpretation for Southern Africa. - S. 23-37. Maseko, Duduzile G. ; Adande, Nana: Appendix: On global security - a commentary. - S. 38-39. Rangasamy, Logan ; Mupimpila, Christopher ; Khosa, Meshack M.: Models of economic integration. - S. 41-58. Mupimpila, Christopher: Sources of sustainable development in Southern Africa. - S. 59-84. Rangasamy, Logan: Cooperation as a driving force for intra-regional trade in Southern Africa. - S. 85-109. Khosa, Meshack M.: Toward a sustainable transport and communications sector in Southern Africa. - S. 111-143. Hay, Duncan: Regional cooperation in the sustainable development of tourism. - S. 145-164. Maseko, Duduzile G.: Human resources development. Some missing links for sustainable development in the Southern African region. - S. 165-182. Adande, Nana: Sustainable human resource development strategies in Southern Africa. The role of technikons in community-centred approaches to technical skills training. - S. 183-201. Hay, Duncan: Population and energy. Their environmental implications. - S. 203-238. Mutembwa, Ammon: Toward a sustainable water management strategy for Southern Africa. - S. 239-264. Van Jaarsveld, Albert S.: Biodiversity: conserving the building blocks of environmental health. - S. 265-290. Policy foundations for sustainable development. - S. 291-295

Anthropologists working in Italy are at the forefront of scholarship on several topics including migration, far-right populism, organised crime and heritage. This book heralds an exciting new frontier by bringing together some of the leading ethnographers of Italy and placing together their contributions into the broader realm of anthropological history, culture and new perspectives in Europe

The article is devoted to the results of the study of Neporotovo 7 — a new multilayered Palaeolithic site in the Middle Dniester region, situated 20 km east of the site of Molodovo V. One Upper Palaeolithic (Gravettian?) and four Middle Palaeolithic horizons (AH 2, 3, 3а, 7) were identified in the loess sediments dated to the Upper and Middle Pleistocene. The thickness of the sediments is about 10 m. The collection from the uppermost Middle Palaeolithic layer (AH 2) shows features characteristic of a non-Levallois industry. The three underlying layers (AH 3, 3а and 7) belong to the Levallois techno-complex and have analogies with the Molodovo Levallois variant. The available evidence allows to conclude that this Levallois variant appeared in the Dniester valley earlier and existed longer (MIS 6 — MIS 3) than it has been thought before.

Understanding SARS-CoV-2 transmission in higher education settings is important to limit spread between students, and into at-risk populations. In this study, we sequenced 482 SARS-CoV-2 isolates from the University of Cambridge from 5 October to 6 December 2020. We perform a detailed phylogenetic comparison with 972 isolates from the surrounding community, complemented with epidemiological and contact tracing data, to determine transmission dynamics. We observe limited viral introductions into the university; the majority of student cases were linked to a single genetic cluster, likely following social gatherings at a venue outside the university. We identify considerable onward transmission associated with student accommodation and courses; this was effectively contained using local infection control measures and following a national lockdown. Transmission clusters were largely segregated within the university or the community. Our study highlights key determinants of SARS-CoV-2 transmission and effective interventions in a higher education setting that will inform public health policy during pandemics. ; DA is a Wellcome Clinical PhD Fellow and gratefully supported by the Wellcome Trust (Grant number: 222903/Z/21/Z). BW receives funding from the University of Cambridge and the National Institute for Health Research (NIHR) Cambridge Biomedical Research Centre (BRC) at the Cambridge University Hospitals NHS Foundation Trust. IG is a Wellcome Senior Fellow and is supported by the Wellcome Trust (Grant number: 207498/Z/17/Z and 206298/B/17/Z). EMH is supported by a UK Research and Innovation (UKRI) Fellowship: MR/S00291X/1. CJRI acknowledges Medical Research Council (MRC) funding (ref: MC_UU_00002/11). NJM is supported by the MRC (CSF MR/P008801/1) and NHSBT (WPA15-02). AJP gratefully acknowledge the support of the Biotechnology and Biological Sciences Research Council (BBSRC); their research was funded by the BBSRC Institute Strategic Programme Microbes in the Food Chain BB/R012504/1 and its constituent project BBS/E/F/000PR10352, also Quadram Institute Bioscience BBSRC funded Core Capability Grant (project number BB/CCG1860/1). LdP and OGP were supported by the Oxford Martin School. This research was supported by the NIHR Cambridge BRC. The views expressed are those of the authors and not necessarily those of the NHS, the NIHR, or the Department of Health and Social Care. The COVID-19 Genomics UK Consortium is supported by funding from the MRC part of UK Research & Innovation (UKRI), the National Institute of Health Research and Genome Research Limited, operating as the Wellcome Sanger Institute. The Cambridge Covid-19 testing Centre is funded by the Department of Health and Social Care, UK Government. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. For the purpose of Open Access, the author has applied a CC-BY public copyright licence to any Author Accepted Manuscript version arising from this submission.

Understanding SARS-CoV-2 transmission in higher education settings is important to limit spread between students, and into at-risk populations. In this study, we sequenced 482 SARS-CoV-2 isolates from the University of Cambridge from 5 October to 6 December 2020. We perform a detailed phylogenetic comparison with 972 isolates from the surrounding community, complemented with epidemiological and contact tracing data, to determine transmission dynamics. We observe limited viral introductions into the university; the majority of student cases were linked to a single genetic cluster, likely following social gatherings at a venue outside the university. We identify considerable onward transmission associated with student accommodation and courses; this was effectively contained using local infection control measures and following a national lockdown. Transmission clusters were largely segregated within the university or the community. Our study highlights key determinants of SARS-CoV-2 transmission and effective interventions in a higher education setting that will inform public health policy during pandemics. ; DA is a Wellcome Clinical PhD Fellow and gratefully supported by the Wellcome Trust (Grant number: 222903/Z/21/Z). BW receives funding from the University of Cambridge and the National Institute for Health Research (NIHR) Cambridge Biomedical Research Centre (BRC) at the Cambridge University Hospitals NHS Foundation Trust. IG is a Wellcome Senior Fellow and is supported by the Wellcome Trust (Grant number: 207498/Z/17/Z and 206298/B/17/Z). EMH is supported by a UK Research and Innovation (UKRI) Fellowship: MR/S00291X/1. CJRI acknowledges Medical Research Council (MRC) funding (ref: MC_UU_00002/11). NJM is supported by the MRC (CSF MR/P008801/1) and NHSBT (WPA15-02). AJP gratefully acknowledge the support of the Biotechnology and Biological Sciences Research Council (BBSRC); their research was funded by the BBSRC Institute Strategic Programme Microbes in the Food Chain BB/R012504/1 and its constituent project BBS/E/F/000PR10352, also Quadram Institute Bioscience BBSRC funded Core Capability Grant (project number BB/CCG1860/1). LdP and OGP were supported by the Oxford Martin School. This research was supported by the NIHR Cambridge BRC. The views expressed are those of the authors and not necessarily those of the NHS, the NIHR, or the Department of Health and Social Care. The COVID-19 Genomics UK Consortium is supported by funding from the MRC part of UK Research & Innovation (UKRI), the National Institute of Health Research and Genome Research Limited, operating as the Wellcome Sanger Institute. The Cambridge Covid-19 testing Centre is funded by the Department of Health and Social Care, UK Government. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. For the purpose of Open Access, the author has applied a CC-BY public copyright licence to any Author Accepted Manuscript version arising from this submission.