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A thought-provoking study of how knowledge of provenance was not transferred with enslaved people and goods from the Portuguese trading empire to Renaissance ItalyIn the fifteenth and sixteenth centuries, Renaissance Italy received a bounty of ";goods"; from Portuguese trading voyages—fruits of empire that included luxury goods, exotic animals and even enslaved people. Many historians hold that this imperial ";opening up"; of the world transformed the way Europeans understood the global. In this book, K.J.P. Lowe challenges such an assumption, showing that Italians of this era cared more about the possession than the provenance of their newly acquired global goods. With three detailed case studies involving Florence and Rome, and drawing on unpublished archival material, Lowe documents the myriad occasions on which global knowledge became dissociated from overseas objects, animals and people. Fundamental aspects of these imperial imports, including place of origin and provenance, she shows, failed to survive the voyage and make landfall in Europe. Lowe suggests that there were compelling reasons for not knowing or caring about provenance, and concludes that geographical knowledge, like all knowledge, was often restricted and not valued.Examining such documents as ledger entries, journals and public and private correspondence as well as extant objects, and asking previously unasked questions, Lowe meticulously reconstructs the backstories of Portuguese imperial acquisitions, painstakingly supplying the context. She chronicles the phenomenon of mixed-ancestry children at Florence's foundling hospital; the ownership of inanimate luxury goods, notably those possessed by the Medicis; and the acquisition of enslaved people and animals. How and where goods were acquired, Lowe argues, were of no interest to fifteenth- and sixteenth-century Italians; possession was paramount

Improving Indigenous students' literacy is a major priority area for the Australian Government, receiving significant funding to address below benchmark English literacy standardised test results. Despite this, recent benchmark tests suggest Indigenous students continue to achieve well below the national average. This systematic review discusses peer-reviewed and evidence-based publications that report on significant literacy programmes to investigate which aspects of literacy are their focus, which are identified as successful, conditions needed for success, barriers to success and measures of success. While most programs reported significant literacy improvements, all identified barriers to success and/or sustainability as outlined in this paper. This review also utilises the four resources literacy model and multiliteracies theories to map literacy gaps. When considering decades of literacy research, there were significant gaps in the represented literacy skills, with the dominant focus on codebreaking, and very few programs addressing critical literacies, multiliteracies or creativity skills. The review of the papers highlighted the need for consideration of ways to design balanced and place-based literacy programs; school-community literacy partnerships; access to training and resources for schools and communities around literacy and school/community research projects and agency for teacher and school leaders to be professional context-based decision-makers.

The general hypothesis of this empirical res is that an escalating limited war follows an action-&-reaction process which is less calculated & more irrational than an `old fashioned' declared war. The specific hypothesis is that the Vietnam war can be described by the Richardson arms race equation, with total casualties replacing total arms expenditures. Irregularities in the resulting curves were tested against qualitative events over the time period studied. The general hypothesis was confirmed-the Vietnam escalation appears to be very similar to the arms race preceding WWII with a single sharp change in slope interrupting an otherwise consistent straight line plot, 2 events may account for the apparent discontinuity: the Tonkin Bay incident of Aug 1964 & the Pleiku base incident of Feb 1965, followed immediately by the US bombing of North Vietnam. It is noted that the events cited correspond to a change of office in the US presidency, & it is speculated therefore that another change of office in Jan 1969 may lead to a further discontinuity. On the basis of the calculations, it is suggested that peace negotiations & a de-escalation of the fighting are more likely to occur after there is a signif withdrawal of Amer combat troops from Vietnam. IPSA.

"This invaluable collection explores the many faces of murder, and its cultural presences, across the Italian peninsula between 1350 and 1650. These shape the content in different ways: the faces of homicide range from the ordinary to the sensational, from the professional to the accidental, from the domestic to the public; while the cultural presence of homicide is revealed through new studies of sculpture, paintings, and popular literature. Dealing with a range of murders, and informed by the latest criminological research on homicide, it brings together new research by an international team of specialists on a broad range of themes: different kinds of killers (by gender, occupation, and situation); different kinds of victim (by ethnicity, gender, and status); and different kinds of evidence (legal, judicial, literary, and pictorial). It will be an indispensable resource for students of Renaissance Italy, late medieval/early modern crime and violence, and homicide studies."

Drawing on a wide body of internationally-renowned scholars, including a core of Italians, this volume focuses on new material and puts crime and disorder in Renaissance Italy firmly in its political and social context. All stages of the judicial process are addressed, from the drafting of new laws to the rounding-up of bandits. Attention is paid both to common crime and to more historically specific crimes, such as sumptuary laws. Attempts to prevent or suppress disorder in private and public life are analysed, and many different types of crime, from the sexual to the political and from the verbal to the physical, are considered. In sum the volume aims to demonstrate the fundamental importance of crime and disorder for the study of the Italian Renaissance. It is the only single-volume treatment available of the subject in English. Other books have studied crime in a single city, or single types of crime, but few have presented a cross-section of articles which deploy diverse methodological approaches in material from many parts of the peninsula

The stereotyping of Black Africans in Renaissance Europe / Kate Lowe -- The image of Africa and iconography of lip-plated Africans in Pierre Desceliers's world map of 1550 / Jean Michel Massing -- Black Africans in Renaissance Spanish literature / Jeremy Lawrance -- Washing the Ethiopian white : conceptualising black skin in Renaissance England / Anu Korhonen -- Black Africans in Portugal during Cleynaerts's visit (1533-1538) / Jorge Fonseca -- Isabella d'Este and Black African women / Paul H.D. Kaplan -- Images of empire : slaves in the Lisbon household and court of Catherine of Austria / Annemarie Jordan -- Christoph Jamnitzer's 'Moor's Head' : a late Renaissance drinking vessel / Lorenz Seelig -- The trade in Black African slaves in fifteenth-century Florence / Sergio Tognetti -- "La Casa del Negres" : Black African solidarity in late medieval Valencia / Debra Blumenthal -- Free and freed Black Africans in Granada in the time of the Spanish Renaissance / Aurelia Martin Casares -- Black African slaves and freedmen in Portugal during the Renaissance : creating a new pattern of reality / Didier Lahon -- The Catholic Church and the pastroal care of Black Africans in Renaissance Italy / Nelson H. Minnich -- Race and rulership : Alessandro de'Medici, first Medici duke of Florence, 1529-1537 / John K. Brackett -- Juan Latino and his racial difference / Baltasar Fra-Molinero -- Black Africans versus Jews : religious and racial tension in a Portuguese saint's play / T.F. Earle

2020 looms large for Indigenous education in Australia, with the 'Refreshed' Close the Gap strategy hanging over the collective heads of schools, Indigenous students and their families. After a decade of promises, there is now an acknowledgement within the government that programmes to improve student outcomes in literacy, numeracy and school engagement, as currently implemented, have little possibility in affecting the changes required to sustainably shift Indigenous student's schooling success. This paper draws together the findings from eleven concurrent systematic reviews of Australian Indigenous education (AER, 2019, 29(1)) and an in-depth analysis of four key underpinning elements of a culturally nourishing education for Australian Indigenous students. It is argued that the four tenets of this model centres on the curriculum construct of Learning from Country, the authentic inclusion of cultural practices and Indigenous languages in both curriculum and school practice, establishing epistemic and pedagogic mentoring for teachers and the development of a robust professional development model to support a transformative shift in teachers' pedagogic practices. The authors argue that a whole-school approach explicitly negotiated with and supported by Indigenous families, and that centres these key principles are required if the promise of educational success is ever to be met.

The import of professional learning in support of quality teaching is well established. Moreover, demonstrating active engagement with ongoing professional learning is now a requirement of maintaining teacher accreditation. For example, within an education policy climate that monitors the achievements of Indigenous learners closely, the evaluation and efficacy of educators with constructively addressing the experiences of these students is under increasing scrutiny, and hence, the significance of professional learning is further heightened. But, what sort of professional learning is well suited and effective in contributing to this undertaking? This systematic review investigated the veracity of the evidence underpinning professional learning research projects that aimed to make a positive change in the approach and abilities of schools to effectively improve the learning experiences of Indigenous students in Australia over the last 10 years. The themes that emerged from the review emphasise the import of future professional learning practices finding ways to more genuinely ensure that Indigenous peoples contribute to leading these activities, explicitly address issues to do with culture, (anti) racism, power and relationships in schooling, and localise the politics of knowledge construction through the alignment of curriculum, pedagogy and context.

One of the aims of a systematic literature review (SLR) is to test the weight of his- torical perception against the reality of research and practice. A second aim is to identify approaches to knowing in schools (defined as curriculum) that might help us to identify possibilities for improvement in Indigenous student engagement and achievement in Australian schools. Given that education is representational prac- tice, this SLR explores various representations of the world and how these might be taught in schools in ways that support "successful learning" for Indigenous students. We focus on how the curriculum might allow for multiple stories to be told, and how it can support the multiplicity of social and cultural identities. The question for this segment of the SLR is, how does curriculum govern learning for Aboriginal and Torres Strait Islander students in Australia? A comprehensive search of the research literature produced over the period 2006–2017 highlights how the Australian government's focus on numbers contrasts radically with the ways in which many Aboriginal and Torres Strait Islander students and their parents conceptualise the goals of education.

International audience ; The BeVERLI (Benchmark Validation Experiment for RANS/LES Investigations) Hill project aims at producing a detailed experimental database of three-dimensional non-equilibrium turbulent boundary layers with various levels of separation while meeting the most exacting requirements of computational fluid dynamics validation as per Oberkampf and Smith [1]. A group of the Science and Technology Organization (STO) of the North Atlantic Treaty Organization (NATO) entitled NATO AVT-349-"Non-Equilibrium Turbulent Boundary Layers in High Reynolds Number Flow at Incompressible Conditions" has recently considered the BeVERLI Hill case. Their goal is to advance the accuracy and range of prediction models for high Reynolds number non-equilibrium boundary layers. This highly collaborative and international group comprised of various academic, governmental, and industrial institutions has performed several Reynolds-averaged Navier-Stokes (RANS) simulations of the BeVERLI Hill using different grids, solvers, and turbulence models. The resulting solutions and available experimental data are presented in this paper to summarize and highlight key features, sensitivities, and the current predictive capability of RANS for the BeVERLI Hill case. The results suggest important sensitivities to Reynolds number, grid density, iterative converge, solver, and turbulence models. The RANS predictions are seen to be consistent for the fully attached flow on the windward portion of the BeVERLI Hill. Complex non-equilibrium flow physics pertinent to the BeVERLI Hill case, such as rapid changes in the sign of the pressure gradient over the hill top, three-dimensional curvature, and flow separation on the leeward side of the hill lead to notable scatter in the CFD results and discrepancies relative to the experiment.