Search results

The complex economic problems of the 21st century require a pluralist, real-world oriented and innovative discipline of economics that is capable of addressing and teaching these issues to students. This volume is a state-of-the-art compilation of diverse, innovative and international perspectives on the rationales for and pathways towards pluralist economics teaching. It fosters constructive controversy aiming to incite authors and commentators to engage in fruitful debates. This volume addresses a number of key questions: Why is it important for a social science to engage in pluralistic teaching? What issues does pluralist teaching face in different national contexts? Which traditions and practices in economic teaching make pluralist teaching difficult? What makes economics as a canonical textbook science particular and how could the rigid textbook system be innovated in a meaningful way? What can we learn from school education and other social science disciplines? Through examining these issues the editors have created a pluralist but cohesive book on teaching economics in the contemporary classroom drawing from ideas and examples from around the world.Advancing Pluralism in Teaching Economics offers a valuable insight into the methodology and application of pluralist economics teaching. It will be a great resource for those teaching economics at various levels, as well as researchers.

This presentation will focus one result of a study that followed groups of teachers within an Erasmus+-partnership. The teachers conducted an interdisciplinary teaching about complex and controversial issues, including socio-scientific issues. Five schools, with students aged 12-16 years, in five different countries (Croatia, Poland, Italy, Sweden and Turkey) were involved. Through focus groups and participant observation, the study explored potential tensions that emerged during the enactment of the interdisciplinary teaching. Results show a variety of emerging tensions that might cause didactical dilemmas. The tensions are anchored both at different level, both concerning different types of curriculum goals and related to politics and religion, as well as those at the classroom level and at levels in between. One purpose of the study was to contribute to pre- and in-service teacher training and this resulted in a basis for a discussion tool. This tool is a didactic model aimed to raise awareness about both possibilities and potential negative consequences with different positions in didactical dilemmas. By means of abductive analysis, the empirical results of the study formed a basis for a model with four quadrant matrixes. In these matrixes, different tentative positions in didactical dilemmas are illuminated by fictional teachers that express statements about their position.

For prevention of anxiety in children and adolescents, it is important to know whether family stress is a predictor of anxiety. We studied this in 1,875 adolescents from the Tracking Adolescents' Individual Lives Survey (TRAILS) who were followed up for 2 years, from age 10–12 to 12–14 years. Adolescents reported anxiety and depression symptoms at both assessments, and parents reported family stress (family dysfunction and parenting stress) at the first assessment. Family dysfunction was not associated with future anxiety, whereas high parenting stress was. Furthermore, family dysfunction was more strongly associated with anxiety than with depression, whereas parenting stress was more strongly associated with depression. Level of parental psychopathology explained part of the association of family stress with anxiety. The associations were modest and the understanding of the origins of adolescents' anxiety will require identifying other factors than family stress that account for more of the variance.

On 29 July 2017, an international colloquium entitled 'Re-Imagining Curricula for a Just University in a Vibrant Democracy – Carrying the Conversation Forward' was held at the Faculty of Theology, University of Pretoria, Pretoria, South Africa. A wide range of scholars from African and non-African countries provided variegated perspectives on how tertiary theological and religious education could contribute positively to the development of contemporary societies – African and non-African. This article focuses on the colloquium's African contributors by means of the concept of ecodomy, envisaged as a constructive process. Whilst the attending academics came from Europe, the USA, South Africa and Ghana, this article takes into consideration only the contributions provided by African scholars. The purpose of this selection is to identify ecodomic or constructive ways to argue in favour of university education in the fields of theology and religion which share the potential to be applied across the whole African continent. Bearing in mind that Africa has been dealing with decolonisation awhile, these African contributions investigate issues such as contextualisation, science, practice, illumination and holism from the governing principle of decolonisation, which is also the overarching societal umbrella for academic development in Africa. This study concludes with an assessment and a proposal written from an exclusively South African vantage point which demonstrates the viability of tertiary theological and religious education for the ongoing ecodomic development of African societies. ; This research is part of the project, 'University, Education and Theology', directed by Prof. Dr Johan Buitendag, Department of Systematic and Historical Theology, Faculty of Theology and Religion, University of Pretoria. ; http://www.hts.org.za ; am2020 ; Dogmatics and Christian Ethics

Research can be a powerful tool informing public administration teaching. This article takes the distinctive approach of exploring its use through the prism of the research itself by considering 10 publications by the article's authors. The existing literature revolves around students learning about the craft of research or research findings. By consolidating these ideas to observe the practicalities of doing research and the value of indirect findings, the article advances the approach to demonstrate how concepts within research can be of reflective worth for learners with what it terms the "thematic value" of research.

The study sought to identify the problems and challenges of teaching EFL to Syrian refugees and to identify the solutions to overcome the problems. The study has successfully met the purpose by conducting semi-structured interview with 10 Syrian refugees, one director of resettlement agency, one EFL manager, and one ESL instructors. The thematic analysis results shows that social, education, financial, and institutional are four important challenges of learning and teaching ESL to Syrian refugees in Jordan. Most of the social challenges are derived from the financial crisis, concerns about immediate family and relatives who are still residing in Syrian, childcare, lack of fulfilling basic needs, and mental hazard are severe social challenges for the Syrian refugees in terms of teaching ESL. Most of financial challenges are centralized to afford the regular family expenses, such as food, clothes, and medicine. Most of the challenges of learning EFL in terms of education include poor educational background, uncomfortable with English, lack of knowledge of teachers to deal with Syrian refugees, and lack of motivation. Budget crisis for addressing the demand of additional learning materials, new class environment, scarcity of teachers and volunteers, and poor academic background of Syrian refugees are major challenges under the institutional related challenges. The study recommends that the curriculum of teaching EFL should be designed easily by using sophisticated and learner friendly teaching methods. If necessary, ESL teachers should pay extra attention to teach EFL to Syrian refugees. For providing extra effort, the institution should pay extra compensation to motivate the teacher.

Intro -- Contents -- Preface and Acknowledgments -- Part 1 Establishing Benchmarks -- 1 Introduction: The Comparative Turn in Canadian Political Science -- 2 A Quantitative Analysis of the Comparative Turn in Canadian Political Science -- Part 2 Multiculturalism, Diversity, and Rights: Canada's Comparative Advantage -- 3 Is Canadian Multiculturalism Parochial? Canadian Contributions to Theorizing Justice and Ethnocultural Diversity -- 4 Canada as Counternarrative: Multiculturalism, Recognition, and Redistribution -- 5 Canada's Contribution to the Comparative Study of Rights and Judicial Review -- 6 Marketing Canadian Pluralism in the International Arena -- Part 3 Federalism and Multilevel Governance: Canada's Comparative Resurgence -- 7 Is the Secret to Have a Good Dentist? Canadian Contributions to the Study of Federalism in Divided Societies -- 8 Working around the American Model: Canadian Federalism and the European Union -- 9 Empirical Evidence and Pragmatic Explanations: Canada's Contributions to Comparative Federalism -- Part 4 Political Parties and Public Policy: Canada's Comparative Potential -- 10 What's So Bad about Cultivating Our Own Theoretical Gardens? The Study of Political Parties in Canada -- 11 Canadian Voting Behaviour in Comparative Perspective -- 12 Policy Networks and Policy Communities: Conceptualizing State-Societal Relationships in the Policy Process -- 13 How Can Comparative Political Economy Explain Variable Change? Lessons for, and from, Canada -- Conclusion: Are We on the Right Track? -- Notes -- References -- Contributors -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y.

Purpose
The urgent challenges of sustainability require novel teaching methods facilitating different types of learning. The purpose of this paper is to examine the important role of experiential learning in higher education programmes relating to sustainability and to evaluate a number of teaching and learning activities (TLAs) that can be used to leverage this approach.


Design/methodology/approach
Based on questionnaire surveys carried out for over seven years with students from a highly international master's-level course, this paper describes the utility of experiential learning theory in teaching around "innovation for sustainability". Drawing on Kolb's theories and subsequent modifications, the paper reviews and evaluates the TLAs used in the course that have fostered experiential learning in the classroom, including role-play seminars, case study-based seminars and sessions centred around sharing and reflecting on personal professional histories.


Findings
The qualitative data and discussion illustrate the utility of experiential learning approaches in post-graduate education for sustainable development, especially in generating empathy and understanding for different sustainability perspectives and priorities from around the world. In particular, the paper offers novel insights into the strengths and limitations of the TLAs.


Originality/value
These insights are valuable to education for sustainable development practitioners dealing with international student intakes displaying variable levels of professional experience who are looking to foster experiential learning, reflection and inter-cultural empathy. They can inform the design of classroom-based TLAs that are capable of equipping students with not only the analytical skills for career success but also the inter-cultural sensibility required for international leadership in the sustainable development domain.

Designing and executing a new upper level political science course preparation can be a daunting task, especially when dealing with some of the challenges in the context of teaching-oriented institutions of higher learning. In this paper, I conduct an examination of both the challenges and the opportunities that can be afforded by environmental factors associated with teaching-oriented colleges and universities. I base some of this information on my experience of preparing and executing a new upper level political science course preparation in the fall of 2009. First, I briefly examine some of the challenges that instructors are likely to encounter in smaller college environments when executing new upper level course preparations. Next, I discuss some potential advantages and opportunities that various elements of a teaching-oriented environment can offer instructors who are faced with new upper level course preparations. Finally, I explore how instructors can maximize their chances of experiencing the benefits while avoiding some of the drawbacks of preparing new upper level courses in the teaching institution environment. A closer examination of the advantages and opportunities associated with executing new upper level course preparations at relatively small teaching institutions will help instructors develop awareness of more effective ways to design courses so that both instructor effectiveness and student learning can be maximized.

Suggests that the sale and leaseback of property provides a way for
owner‐occupiers to redistribute capital invested in property with either
the release of capital or its reinvestment in a more balanced property
portfolio. Outlines a case study which shows how such a programme is
carried out. Considers the strategy adopted, method of sale, legal
considerations and market influences. Reveals that the degree of market
interest reflected the strength of covenant being offered and the
perception of an assured investment.

Contemporary Debates on Terrorism is an innovative textbook, addressing a number of key issues in terrorism studies from both traditional and 'critical' perspectives. This second edition has been revised and updated to cover contemporary issues such as the rise of ISIL and cyberterrorism.In recent years, the terrorism studies field has grown in quantity and quality, with a growing number of scholars rooted in various professional disciplines beginning to debate the complex dynamics underlying this category of violence. Within the broader field, there are a number of identifiable controversies and questions which divide scholarly opinion and generate opposing arguments. These relate to theoretical issues, such as the definition of terrorism and state terrorism, substantive issues like the threat posed by al Qaeda/ISIL and the utility of different responses to terrorism, different pathways leading people to engage in terrorist tactics and ethical issues such as the use of drones. This new edition brings together in one place many of the field's leading scholars to debate the key issues relating toa set of 16 important controversies and questions. The format of the volume involves a leading scholar taking a particular position on the controversy, followed by an opposing or alternative viewpoint written by another scholar. In addition to the pedagogic value of allowing students to read opposing arguments in one place, the volume will also be important for providing an overview of the state of the field and its key lines of debate.This book will be essential reading for students of terrorism studies and political violence, critical terrorism studies, security studies and IR in general.

Knowledge of English as a means of communication among nations of the world is regarded as a must have asset by everyone in today's world. However, many scholars and writers advocate the imperialist view arguing that the globalization of English results in an increasing intrusion of English into the lives of people exerting dominance, power, culture, ideology and language of English speaking countries over the periphery countries. Taking up an anti-imperialist stance, the author of this literature critically examines studies completed on EFL students' attitudes towards learning English language to date and determines how popular English is in Iran in comparison to other foreign languages. After having discovered the popularity of English in Iran, the author argues against the strict anti-intrusion policies of Iranian government which has so far led to proposed bans or tight restrictions on ELT in Iran. The objective is to call on political extremists to moderate their stance on their anti-intrusion policies. The author collected findings from dozens of studies published in post-revolutionary Iran between 1977 and 2019 and concluded that the participants found English learning beneficial and mostly favoured. Findings highlight highly positive attitudes towards learning English that do not fit the linguistic imperialism paradigm. The paper, therefore, argues against linguistic imperialism, its credibility and the many disadvantages that have been linked to it by highlighting a massive influx of respondents' high inclination towards learning English that show a dramatic increase over time and positive expressions on the positive effects of English on the country's social, economic, and scientific growth. Eventually, the paper prescribes negotiation rather than prohibition. Negotiation and respect are beneficial for both sides, for people and government. The views and opinions expressed in this article promise clear implications for government officials, educators, parents, EFL teachers and policy-makers.

Photograph of Rees Odeil Bryant teaching at the Bible Training College in Nigeria. He is wearing a white shirt and a bowtie. The back of the photograph has the following caption written in black pen: "35. Rees Bryant teaching at the ON BTC."

Current evidence suggests that many people do not understand the difference between relationship education (RE) and couples therapy (CT). A major facet of the theory of planned behavior suggests that attitudes play a large role in shaping intentions and behavior, including the decision to attend a relationship service. If the public does not distinguish between RE and CT, bur rather believe RE and CT are the same, fewer people may be inclined to attend RE. For this study, a brief, online module was created to teach the difference between RE and CT. Participants were randomly assigned to a treatment group receiving the module, or to a control group. Both groups completed a pretest and two sets of posttests (1 day and 1 month after pretest). Results showed that the module had an effect on clarifying the difference between RE and CT, boosting positive appraisals of the helpfulness of RE and CT, and some effect on the intentions to seek and attend relationship services. As an implication of this work, family life education media campaigns can help to increase knowledge of the types of services available and aid in the decision to attend.