1,007 research outputs found

    Supporting "slow renewal". Developments in extended education in high-poverty neighbourhoods in England

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    This paper explores how a small but growing number of schools in England are gradually extending their roles to act as, what I term, agents of "slow renewal": supporting long-term change in children\u27s complex family and community environments, through a series of strategically-aligned, small-scale, locally-bespoke actions, intentionally planned to bring about incremental change. An empirical illustration of one such school is presented and its core features explored via four core concepts: socio-ecological perspectives on children\u27s outcomes, soft-systems change, assets-based development, and liminal space. Through this, the paper contributes a set of integrated conceptual principles on which schools working to support slow renewal can act and which challenge the values of market-driven education systems more generally. (DIPF/Orig.

    The Great Turning: A Call for Systems-Thinkers

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    David Orr, in an article on ecological intelligence reminds us that the modern world was shaped by people who did not understand that our social and economic systems could not coexist with the rest of the biological or natural systems on Earth (Orr, 1994). My research is rooted in Orr’s argument and discovering ways to shift this degrading paradigm. With my belief in the power of education in empowering youth and my background in environmental and climate change studies, I see a future in great need of people who holistically understand the functions of all types of systems and can use that understanding to drive intelligent and innovative interactions with them. The purpose of the study was to gain insights from educators around Missoula County in Montana about their perception of systems thinking principles and methods and its role in classroom learning. A mixed-method, 16-question survey was distributed out to K-12 educators around Missoula from various elementary, middle and high schools as well as a few independent schools. The responses suggest that although the majority of educators believe systems-thinking integrated into the classroom is important, many either don’t understand it or can’t move beyond an abstract understanding. Responses also suggests that some educators utilize systems-thinking methods for classroom activities but don’t necessarily identify it as such. Based on these findings, more research is recommended to confirm and compare the data to other schools around the country with the same standards and with other countries with different standards. The next steps are to explore how to successfully integrate systems-thinking principles into the standard classroom setting, which may include additional teacher training, and its outcome on students understanding, decision-making, and critical-thinking in the face of climate change

    Management models of tourism industry: The case of Greece

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    Management has been the focus of studies in the field of tourism and hospitality and other related sectors. However, recently, investigators began examining the role of a management model in improving the competitiveness of a country both at the firm and state level. The literature reviewed in the current study has shown that management models affect the success, productivity, and effectiveness of firms in the sector. More researchers have noted that the management model should focus on the sustainability of the ecosystem and economy. The management model adopted by Greece has not been effective in improving its level of competitiveness compared to other European nations. Although various studies have examined the phenomenon, there is yet a need for more explorations to exploit how various antecedents of management models affect the tourism sector in the long-run. The current study has established that the management model supported by positive government policies affects the tourism industry and attracts more visitors, growth, and competitiveness

    Environmental Waste Management in Constructions

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    Higher Education Revolutions in the Gulf

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    Over the past quarter century, the people of the Arabian Peninsula have witnessed a revolutionary transformation in higher education. In 1990, there were fewer than ten public universities that offered their Arabic-language curricula in sex-segregated settings to national citizens only. In 2015, there are more than one hundred public, semi-public, and private colleges and universities. Most of these institutions are open to expatriates and national citizens; a few offer gender integrated instruction; and the language of instruction is much more likely to be in English than Arabic. Higher Education Revolutions in the Gulf explores the reasons behind this dramatic growth. It examines the causes of the sharp shift in educational practices and analyses how these new systems of higher education are regulated, evaluating the extent to which the new universities and colleges are improving quality. Questioning whether these educational changes can be sustained, the book explores how the new curricula and language policies are aligned with official visions of the future. Written by leading scholars in the field, it draws upon their considerable experiences of teaching and doing research in the Arabian Gulf, as well as their different disciplinary backgrounds (linguistics and economics), to provide a holistic and historically informed account of the emergence and viability of the Arabian Peninsula’s higher education revolutions. Offering a comprehensive, critical assessment of education in the Gulf Arab states, this book represents a significant contribution to the field and will be of interest to students and scholars of Middle East and Gulf Studies, and essential for those focused on higher education

    DARIAH and the Benelux

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