Suchergebnisse

Volume 26C contains five sets of lectures taken by Glenn Johnson as a doctoral student in economics at the University of Chicago during 1946-7.Johnson went on to become a leading professor of agricultural economics at Michigan State University. At Chicago his professors were among the foremost in the country.They included Frank Knight, Milton Friedman, D. Gale Johnson, John U. Nef, and T. W. Schultz, several future Nobel Prize winners.Also included are notes by Mark Ladenson (also from Michigan State) at Northwestern and from a faculty seminar at MSU on comparative method.

Introduction, justifying the rational of the research. Teaching health promotion (HP) to health professionals is essential for the comprehensive care of the health-disease process in individuals and collectivities. It is argued that the Universities beyond further support with the educational aid, could promote the health of their students.Objective. To explore the teaching of different health courses at a brazilian university and to reflect on teaching as a possibility for undergraduate students promote their own health.Methodology. Preliminary exploratory qualitative study structured from the documental analysis of the pedagogical political project (PPP) and the courses of eight disciplines of a brazilian university.Results. Health promotion appears heterogeneously in the eight pedagogical political projects. The courses approaches the subject from the perspective of the national health system and/or primary care takes place between the second and the fourth semester of disciplines for the possibility of interprofissional education.Discussion and conclusion of the results. Health promotion teaching opens possibilities for articulation between the courses, according to international recommendations on HP, and invites to extrapolating from teaching to personal care.

In article the concept psychological health of younger schoolboys meaning its
preservation in three spheres is specified: behavioural, informative, emotional. The
author allocates three groups of technologies in which there is an ode or two spheres.
For the decision of a question of healthy generation the healthy technology
promoting deformation prevention in three spheres of the schoolboy is offered.

Mathematics as a school subject in primary and secondary school is a significant problem for quite a number of students. Additional classes that are organized and conducted within schools reduce this problem, but not significantly. In supplementary classes, the same is done with large groups, but not individually, and the same teachers teach in the same way that did not give satisfactory results, and similar. For that reason, many resort to the so-called "instructions", in other words to the extracurricular supplementary lessons of mathematics. The aim of the research is to examine, determine, analyze and present the representation of extracurricular supplementary teaching in mathematics in secondary (high school) education depending on gender, grade, socio-economic status of the family and grade point average in the past school year

The article provides a theoretical analysis of the study of the issue of introducing innovations into educational activities on the basis of foreign and domestic experience of postmodern education. The essence of the problem of introducing innovative technologies in the system of postmodern education in the countries of the world and in Ukraine is revealed. The role of the teacher's professional competence in the application of innovative techniques for organizing the educational process was emphasized. The essential features of postmodern tendencies in foreign and domestic education and teaching practice are combined. In the context of professional postmodern education and to optimize innovative teaching with postmodern tendencies, pedagogical recommendations were submitted on the new conditions and requirements of innovative teaching. The goals of the article, as well as its scientific novelty, theoretical and practical significance for postmodern or innovative pedagogy are determined. It is substantiated that the development of innovative technologies in the field of training future specialists is carried out on the basis of a postmodern approach to the analysis of vocational education, which was integrated by means of personality-oriented, activity-based, professional-creative and psychological-pedagogical approaches at the systemic universal level. Considered professional requirements for educators-innovators.

Cultural anthropologist Misha Klein reflects on a Jewish Studies course, entitled Anthropology of Jews and Jewishness, taught at the University of Oklahoma. The recent explosion of interest in the anthropological study of Jews and Jewish cultures has occurred in large part because of the ways Jews provide a lens through which to examine core concepts and concerns within anthropology. As Klein conceives it, the course is an exploration of these core issues, including race, ethnicity, identity, kinship, migration, diaspora and transnationalism, gender and sexuality, religion and ritual, foodways, language, national identity, and globalization. A sample syllabus is provided.

Over the last few decades, there has been growing recognition by governments, businesses and citizens that the current model of global economic growth is not sustainable (Fullerton, 2015). Consequently, there has been a move amongst researchers to explore alternative forms of economic systems that will allow humanity to thrive within the means of the planet. One of the biggest obstacles to realising such alternatives is the dominant social paradigm (DSP) based on an economic mindset 1950's textbooks, which are themselves rooted in the theories of 1850 (Raworth, 2017). This DSP has led people to believe in the insatiability of human needs that can only be met by relentless economic growth, of which the negative side effects are unavoidable. This DSP has infiltrated many institutions that are responsible for the socialisation of twenty-first century future leaders - from families to higher education institutes (HEIs). In this study, I examined a private HEI whose espoused values and marketed graduate attributes claim to challenge this DSP by graduating brand professionals who seek to create meaningful, conscientious brands that take total responsibility for their actions and are purpose not profit driven. The objective of this study was to explore how successful this HEI was at instilling these values in its students so that they will behave differently in the future and to uncover what aspects of the educational experience were particularly effective/ineffective at doing so. This study took a qualitative, exploratory approach and data was collected in the form of twenty-one face to face interviews with third-year students and two email questionnaires from alumni. The findings indicated that students had an awakened consciousness and conscience with respect to reductive acts of labelling someone as "other" and this affected how they intended to behave differently towards others and in how they valued themselves. This type of consciousness paired with action is critical for the success of a new economy. This change came about primarily due to the non-discipline related subjects of Critical Studies and Creative Development, which introduced students to the concept of "othering"; the engagement with diversity, which occurred in formal ways in class and informally in a social contexts; and the institutional culture of the HEI, which celebrates the value of diversity. Where students were lacking new economy competencies was in their inability to envision humans as anything other than Homo economicus - people could be black, white, pink or purple but, particularly within the context of business, they could not be anything other than rational, calculating, self-interested beings. Students have been personally exposed to other types of diversity, but they have had little exposure to the theory or reality of Homo heuristicus, Homo reciprocans, Homo altruisticus or Homo socialis. This study therefore motivates the need for further research to explore other ways that students can be conscientised to alternative ways of being in an economic sense.

This book approaches the Arctic from a postcolonial perspective, taking into account its historical status as a colonised region and new, economically driven forms of colonialism. One catchphrase currently being used to describe these new colonialisms is "the scramble for the Arctic". This cross-disciplinary study, featuring contributions from an international team of experts in the field, offers a set of broadly postcolonial perspectives on the European Arctic, which is taken here as ranging from Greenland and Iceland in the North Atlantic to the upper regions of Norway and Sweden in the European High North. While the contributors acknowledge the renewed scramble for resources that characterises the region, it also argues the need to 'unscramble' the Arctic, wresting it away from its persistent status as a fixed object of western control and knowledge. Instead, the book encourages a reassertion of micro-histories of Arctic space and territory that complicate western grand narratives of technological progress, politico-economic development, and ecological 'state change'. It will be of interest to scholars of Arctic Studies across all disciplines. Graham Huggan is Chair of Commonwealth and Postcolonial Literatures at the University of Leeds, UK, where he directs the EU-funded 'Arctic Encounters' project. His work cuts across three fields: postcolonial studies, environmental humanities, and tourism studies. His most recently published book is Nature's Saviours: Celebrity Conservationists in the Television Age (2013), and he is currently working on another on the cultural politics of whale-watching. Lars Jensen is an Associate Professor at Cultural Encounters, Roskilde University, Denmark. His main research fields are postcolonial studies and cultural studies, both of which are represented in his latest book, Beyond Britain: Stuart Hall and the Postcolonializing of Anglophone Cultural Studies (2014). He is currently writing a book on postcolonial Europe

This case study describes the dispute on private higher education in Greece which is not seen favorably at all under the Greek legal environment. It also provides with contrast between quality assurance systems in Greek higher education institutions and DEREE – The American College of Greece, a private, non-profit tertiary educational institution located in Athens, Greece. It also aims at exploring quality systems in higher education institutions in the EU and in Greece and investigates why and how these influence the quality system, assessment policy and practices at DEREE. Additionally, it contributes with a valued proposition on the development of a hybrid quality system which will affect teaching, learning and assessment processes and eventually lead to curricular enhancement and probably reforms. The subsequent step deriving from this study is knowledge sharing with policy makers and practitioners for the advancement of the education delivered to students in higher education. Keywords: Assessment, Case Study, Curriculum, Higher Education, Learning, Non-profit, Quality Assurance, Teaching

Purpose
The purpose of this paper is to describe an integrated social studies and literacy unit designed to teach about Islam in elementary classrooms. Concerns regarding teaching about religion in public schools are addressed, and a rationale is provided for specifically teaching about Islam.


Design/methodology/approach
The unit is described in detail, outlining key ideas and purposes for the unit's scope, sequence and activities. Several extensions to the unit are included, as well as suggestions on how to address difficult topics that might arise.


Findings
Students participating in this unit exhibited interest and curiosity about Islam and Muslims, indicated by their desire to ask questions, discuss issues and engage in the activities. Reflections at the end of the unit indicate that students learned new information and ideas about Islam and Muslims.


Practical implications
The unit described in this paper as well as the resources and suggestions provide a framework for teachers who want to teach about Islam to elementary-aged children.


Originality/value
Although there are a number of articles in the literature that address ideas on teaching about Islam or other religions in the classroom, there are few that provide practical, specific, pedagogical information for doing so, particularly at the elementary level. This paper strives to contribute toward that aim.