4,849 research outputs found

    Openness in Education as a Praxis: From Individual Testimonials to Collective Voices

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    Why is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers’ perspectives from around the globe, articulating their insights within their unique situational contexts

    Efectos de un nuevo nutracéutico basado en aceite de oliva virgen extra, aceite de algas y extracto de hojas de olivo sobre las alteraciones metabólicas y cardiovasculares asociadas al envejecimiento

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    Tesis Doctoral inédita leída en la Universidad Autónoma de Madrid, Facultad de Medicina, Departamento de Fisiología. Fecha de Lectura: 23-07-2021Esta tesis tiene embargado el acceso al texto completo hasta el 23-01-2023Este trabajo de investigación ha sido financiado por la beca “Doctorados Industriales 2017” (IND2017/BIO7701) de la Comunidad de Madri

    Tourism and heritage in the Chornobyl Exclusion Zone

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    Tourism and Heritage in the Chornobyl Exclusion Zone (CEZ) uses an ethnographic lens to explore the dissonances associated with the commodification of Chornobyl's heritage. The book considers the role of the guides as experience brokers, focusing on the synergy between tourists and guides in the performance of heritage interpretation. Banaszkiewicz proposes to perceive tour guides as important actors in the bottom-up construction of heritage discourse contributing to more inclusive and participatory approach to heritage management. Demonstrating that the CEZ has been going through a dynamic transformation into a mass tourism attraction, the book offers a critical reflection on heritagisation as a meaning-making process in which the resources of the past are interpreted, negotiated, and recognised as a valuable legacy. Applying the concepts of dissonant heritage to describe the heterogeneous character of the CEZ, the book broadens the interpretative scope of dark tourism which takes on a new dimension in the context of the war in Ukraine. Tourism and Heritage in the Chornobyl Exclusion Zone argues that post-disaster sites such as Chornobyl can teach us a great deal about the importance of preserving cultural and natural heritage for future generations. The book will be of interest to academics and students who are engaged in the study of heritage, tourism, memory, disasters and Eastern Europe

    Exploring Potential Domains of Agroecological Transformation in the United States

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    There is now substantial evidence that agroecology constitutes a necessary pathway towards socially just and ecologically resilient agrifood systems. In the United States, however, agroecology remains relegated to the margins of research and policy spaces. This dissertation explores three potential domains of agroecological transformation in the US. Domains of transformation are sites of contestation in which agroecology interfaces with the industrial agrifood system; these material and conceptual spaces may point to important pathways for scaling agroecology. To explore this concept, I examine formal agroecology education (Chapter 1), extension services and statewide discourses around soil health (Chapter 2), and models of farmland access not based on private property (Chapter 3). While these constitute three distinct topics, I seek to demonstrate that they are linked by similar forces that enable and constrain the extent to which these domains can be sites of agroecological transformation. First, I use case study methodology to explore the evolution of an advanced undergraduate agroecology course at the University of Vermont. I examine how course content and pedagogy align with a transformative framing of agroecology as inherently transdisciplinary, participatory, action-oriented, and political. I find that student-centered pedagogies and experiential education on farms successfully promote transformative learning whereby students shift their understanding of agrifood systems and their role(s) within them. In my second chapter, I zoom out to consider soil health discourses amongst farmers and extension professionals in Vermont. Using co-created mental models and participatory analysis, I find that a singular notion of soil health based on biological, chemical, and physical properties fails to capture the diverse ways in which farmers and extension professionals understand soil health. I advocate for a principles-based approach to soil health that includes social factors and may provide a valuable heuristic for mobilizing knowledge towards agroecology transition pathways. My third chapter, conducted in collaboration with the national non-profit organization Agrarian Trust, considers equitable farmland access. Through semi-structured interviews with 13 farmers and growers across the US, I explore both farmer motivations for engaging with alternative land access models (ALAMs) and the potential role(s) these models may play within broader transformation processes. I argue that ALAMs constitute material and conceptual ‘third spaces’ within which the private property regime is challenged and new identities and language around land ownership can emerge; as such, ALAMs may facilitate a (re)imagining of land-based social-ecological relationships. I conclude the dissertation by identifying conceptual and practical linkages across the domains explored in Chapters 1-3. I pay particular attention to processes that challenge neoliberal logics, enact plural ways of knowing, and prefigure just futures. In considering these concepts, I apply an expansive notion of pedagogy to explore how processes of teaching and (un)learning can contribute to cultivating foundational capacities for transition processes

    The Adirondack Chronology

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    The Adirondack Chronology is intended to be a useful resource for researchers and others interested in the Adirondacks and Adirondack history.https://digitalworks.union.edu/arlpublications/1000/thumbnail.jp

    Pedagogia através de performance: um programa de literacia musical para coros comunitários baseado em Kodály

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    Doutoramento em MúsicaThe primary objective of this research was to develop a musical literacy programme – with correlated repertoire written specifically for the programme –that was implemented during choral rehearsals, creating a bridge between pedagogy and performance. Data from the Música no Meio project’s survey of choral conductors in Portugal shows that although 80% of the surveyed choirs use scores, only 15% of the singers have developed the musical literacy skills required to autonomously read the score. Previous research (Hiney, 2012) has also shown that in the absence of musical literacy, rote-learning (imitating the conductor until the music is memorised) is the most common technique used to transmit repertoire. This thesis addressed two main problems associated with a lack of musical literacy skills; firstly the impact of rote-learning on repertoire selection, rehearsal efficiency and hence standards of performance and secondly the implications for artistic creativity, as the singers confined to the oral as opposed to the literate area (Williams, 1981) may be considered artisans, making art without any involvement in creative or artistic processes (Reimer, 1970). The musical literacy programme, based on Kodály’s Concept of Music Education, was developed with the members of the communitarian choir, Voz Nua in Aveiro, Portugal. Six composers participated in this project, writing pieces with progressive levels of difficulty that corresponded to each of the three phases of the literacy programme. Qualitative data produced through interviews and focus groups with the singers of Voz Nua and the composers was analysed in order to gain an understanding of their experience of participating in the musical literacy programme. This data showed that the development of musical literacy skills increased the efficiency with which the choir learns new repertoire, allowing more time for interpretation and impacting positively on the choir’s quality of performance.O objectivo principal deste trabalho foi o desenvolvimento de um programa de literacia musical, recorrendo a repertório expressamente escrito para este programa, que foi implementado no contexto de ensaios corais, construindo uma ligação entre a pedagogia e a performance. Em anteriores pesquisas, nomeadamente no projecto ‘Música no Meio’, foi realizado um inquérito nacional com maestros de coros em Portugal que demonstrou que, apesar de cerca de 80% dos coros usarem partituras, apenas 15% dos cantores conseguem ler essas mesmas partituras de um modo autónomo. Num dos estudos presentes neste projeto (Hiney, 2015) foi possível ainda perceber que, na ausência de literacia musical, a aprendizagem por memorização (rote-learning) é a técnica mais frequentemente utilizada na transmissão do repertório. Esta tese concentra-se em dois dos problemas ligados à escassez de literacia musical, sendo o primeiro o impacto da aprendizagem por memorização na seleção de repertório, na eficiência do ensaio, e portanto, no nível de performance de um coro, e o segundo nas implicações para a criatividade artística, uma vez que os cantores que pertencem à zona da oralidade ao invés da zona da literacia (Williams, 1981) poderiam ser considerados artesãos, ao ‘fazer’ arte sem participar nos processos criativos ou artísticos (Reimer, 1970). Foi assim concebido um programa de literacia musical, baseado em Kodály, que foi realizado com os cantores do coro comunitário Voz Nua em Aveiro, Portugal. Participaram ainda neste projecto seis compositores que escreveram obras com graus de dificuldade e objectivos específicos para cada uma das três fases do programa. Os dados qualitativos produzidos através de entrevistas e focus groups com os cantores de Voz Nua e com os compositores, foram analisados tendo em vista uma melhor compreensão das experiências vividas pelos participantes no decorrer programa. Estes dados permitiram perceber que, após a desenvolvimento do programa de literacia musical, se verificou um aumento da eficiência nos ensaios e na aprendizagem de novo repertório, libertando mais tempo de ensaios para a componente interpretativa, com impacto positivo na qualidade da performance do coro
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