Ox Yokes: Culture, Comfort and Animal Welfare

Three yoking systems are used globally to capture the power of oxen. These are the head yoke, withers yoke, and neck yoke. Each system has its strengths and weaknesses, with culture and cattle playing a role in the adoption and use of each system. The neck yoke system offers important lessons in understanding animal comfort and yoke design. Despite its success, the neck yoke should not be universally adopted, nor should it be universally promoted. However ignoring the lessons learned in North America over the last 400 years would ignore animals and teamsters who perfected this system and learned to maximize animal comfort and performance. Using history, research in Africa, as well as farm and competition experience from the United States and Canada, this paper addresses improving animal comfort, performance and welfare by understanding and appreciating yoking systems for oxen

Teaching Primary Grade Students Perfectionism Through Cartoons Compared to Bibliotherapy

This experimental study compared concept acquisition and enjoyment of learning about perfectionism under two conditions: bibliotherapy (control) and analysis and construction of cartoons (experimental) in first, second and third grade students (N=46). Posttest results showed students learned significantly more content in the experimental condition with a medium effect size. Students were more engaged in the cartoon condition, appreciating the humor and opportunity to be creative. Most students reported liking the bibliotherapy but some complained of boredom. The authors recommend that both bibliotherapy and cartoon analysis be used in lessons about perfectionism to maintain student interest and comprehension of concepts

A Brief History of Mine Detection Dogs

Since their first use in World War II, the use of Mine Detection Dogs (MDD) has been subject to ongoing debate. How effective are they really in finding mines? Are they really worth the expense they entail? As with so many aspects of modern survey and clearance operations, many of the lessons we continue to learn today have already been learned in the past. A brief history of the contribution of MDD over the past eight decades can help us put their performance into perspective and understand where they can add significant value, while also appreciating their limitations

Ganando Confianza: Research Focus Groups with Immigrant Mexican Mothers

Immigrant families with children with developmental disabilities must be served using culturally sensitive approaches to service and research to maximize treatment benefits. In an effort to better understand cultural issues relevant to the provision of parenting programs for immigrant Mexican mothers of children with developmental disabilities, we conducted sustained focus groups through which we could learn more about our participants and thereby improve services. This paper reports on the challenges and lessons learned from these groups. We characterize the key lessons as (a) recruitment and retention is more than agreement to participate; (b) confidentiality is not just a word but an activity; (c) the complicated nature of language; (d) cultural norms shape the group process; (e) appreciating the value of taking time; and (f) gender issues and group interaction. Service providers and researchers who work with Mexican families may benefit from our experiences as they promote and develop programs and projects in the developmental disabilities field

Ganando Confianza: Research Focus Groups with Immigrant Mexican Mothers

Immigrant families with children with developmental disabilities must be served using culturally sensitive approaches to service and research to maximize treatment benefits. In an effort to better understand cultural issues relevant to the provision of parenting programs for immigrant Mexican mothers of children with developmental disabilities, we conducted sustained focus groups through which we could learn more about our participants and thereby improve services. This paper reports on the challenges and lessons learned from these groups. We characterize the key lessons as (a) recruitment and retention is more than agreement to participate; (b) confidentiality is not just a word but an activity; (c) the complicated nature of language; (d) cultural norms shape the group process; (e) appreciating the value of taking time; and (f) gender issues and group interaction. Service providers and researchers who work with Mexican families may benefit from our experiences as they promote and develop programs and projects in the developmental disabilities field

Life After Being a Pathology Department Chair II: Lessons Learned.

The 2016 Association of Pathology Chairs annual meeting featured a discussion group of Association of Pathology Chairs senior fellows (former chairs of academic departments of pathology who have remained active in Association of Pathology Chairs) that focused on how they decided to transition from the chair, how they prepared for such transition, and what they did after the transition. At the 2017 annual meeting, the senior fellows (encompassing 481 years of chair service) discussed lessons they learned from service as chair. These lessons included preparation for the chairship, what they would have done differently as chair, critical factors for success as chair, factors associated with failures, stress reduction techniques for themselves and for their faculty and staff, mechanisms for dealing with and avoiding problems, and the satisfaction they derived from their service as chair. It is reasonable to assume that these lessons may be representative of those learned by chairs of other specialties as well as by higher-level academic administrators such as deans, vice presidents, and chief executive officers. Although the environment for serving as a department chair has been changing dramatically, many of the lessons learned by former chairs are still valuable for current chairs of any length of tenure

31st Chicano Commencement, 2001

31st Annual Chicano Commencement Apreciando el pasado y cambiando el futuro = Appreciating the past and changing the future The 31st Annual Chicano Commencement was held on Sunday, May 27, 2001 at the Santa Clara Convention Center in Santa Clara, CA.https://scholarworks.sjsu.edu/chicanograd/1011/thumbnail.jp

Mathematics Learning Within Culture And Nation Character: Using Traditional Dance In Learning The Concept Of Symmetry At Grade IV Primary School

This paper introduces a new approach in mathematics learning within culture and nation character. Indonesian traditional dances are used as a context in learning the concept of symmetry. Using context as a starting point in learning processes is the major concern in Realistic Mathematics Education (RME), one of the innovations in mathematics teaching developed in the Netherlands. Adapted to Indonesian culture, this approach is called Pendidikan Matematika Realistik Indonesia (PMRI). This approach is used to combine the so-called math traditional dances with mathematics learning. This can be seen as building nation character in appreciating Indonesian traditional culture. Design research is used in research methodology. This research was conducted to 22 students in grade IV at MIN 2 Palembang. The result shows that within the use of culture and nation character in learning mathematic can improve students’ understanding of the concept of symmetry. Besides, students can optimize cultural values which indirectly showed in learning process such as accuracy, perseverance, hard work, curiosity, and unyielding attitude. Key Words: PMRI, design research, math traditional dance, symmetry, nation character

Overcoming Roadblocks to Learning

{Excerpt} The gulf between the ideal type of a learning organization and the state of affairs in typical bilateral and multilateral development agencies remains huge. Defining roadblocks, however numerous they may be, is half the battle to removing them—it might make them part of the solution instead of part of the problem. Organizational learning is collective learning by individuals, and the fundamental phenomena of individual learning apply to organizations. However, organizational learning has distinctive characteristics concerning what is learned, how it is learned, and the adjustments needed to enhance learning. These owe to the fact that an organization is, by general definition, a collective whose individual constituents work to achieve a common goal from discrete operating and supporting units. Practices bring different perspectives and cultures to bear and shape data, information, and knowledge flows. Political considerations are the most serious impediment to becoming a learning organization. However, by understanding more fully what obstacles to learning can exist in a complex organization in a complex environment, one can circumscribe the problem space and create enabling environments for a more positive future. Such environments would facilitate self-organization, exploration of the space of possibilities, generative feedback, emergence, and coevolution.They would create an explanatory framework and facilitate action

Towards a dynamic learning perspective of entrepreneurship

This conceptual paper introduces a dynamic learning perspective of entrepreneurship that builds upon existing 'dominant' theoretical approaches to understanding entrepreneurial activity. As many aspects of entrepreneurial learning remain poorly understood, this paper presents key conclusions from in-depth empirical work and synthesises a broad range of contributory adult, management and individual learning literatures to develop a robust and integrated conceptualisation of entrepreneurial learning. Three interrelated elements of entrepreneurial learning are proposed - dynamic temporal phases, interrelated processes and overarching characteristics. The paper concludes by demonstrating how a 'learning lens' can be applied to create further avenues for research in entrepreneurship from a learning perspectiv