Volume 13, Number 4 - January 1933

Volume 13, Number 4 – January 1933. 22 pages including covers and advertisements. Poole, Jr., Frederick E. What A Night Gove, Leslie The Storm Over Asia Popkin, George, Vengeance Is Mine More Melange - Two Essays Shunney, Walter J. Under the Dome Editorials Higgins, Daniel J. Merely Players Haylon, William D. Checkerboard Skenyon, Francis J. & Tebbetts, George R. Athletics Who\u27s Who Herei

How can I teach about truth in a complex world?

How should a pupil make sense of what Science and Religious Education lessons offer, especially when they have aspects of shared content, but might cover different ways of knowing? This resource supports an exploration of ways of knowing, how they are currently covered in your school and how they might be explicitly taught in the future

The Liaison Connection Issue 3

Fall 2009 issue of the Library Liaison Advisory Group newsletter from the University of Denver, Penrose Library. The newsletter provides information about library collections, services, and research instruction.https://digitalcommons.du.edu/libraries_liaisonconnection/1002/thumbnail.jp

Humanism of Rabindranath Tagore

Humanism of Rabindranath Tagor

Giving Voice: Instigating Debate On Issues Of Citizenship, Participation And Accountability

While there is a near unanimity on the need for participation there is yet no such agreement on the type and degree of participation to be adopted in a particular project. One thing that has never being doubt is the fact that local people have not being accorded their rightful recognition and respect by most intervention agencies hence the failure of some projects. So how does a project which seeks to address the issues of Citizenship, participation, and Accountability using of variety of participatory methodologies ranging from Key Informant Interviews, Focus Group Discussion, Theatre for Development and Community Action Plan fare? This is especially against the backdrop of a multi –ethnic, multi –religious and politically complex society as Nigeria. This paper seeks to examine the use of these methodologies highlighting issues drawn out, the successes and limitations of the findings for future research. The research concludes that as effective as the methods used appeared to be, there were a lot of questions and issues unanswered beyond the immediate mandate of the project which begs for attention in order for the communities to move towards genuine development and stop shadow chasing and open display of sometimes misplaced aggression Journal of Philosophy and Culture Vol. 3 (1) 2006: pp. 174-19

Science religion encounters toolkit 13: Research summaries from the project

An online survey was designed to explore beginning teachers’ confidence and competence in planning for and responding to science/religion encounters in the classroom. The online survey was designed in response to comments in focus groups with 75 student teachers. There were 949 responses to the online survey. 324 primary teachers and student teachers completed over 50% of the survey and it is responses from this group that are analysed below

Placement interviews at the interface of cultural diversity and standardised requirements

Field education placements permit social work students to gain practical experience employing the knowledge and skills they acquired in the classroom. Access to field education placements is dependent upon placement interviews during which candidates have to display their professional and personal suitability. Placement interviews are challenging for all students. For international students, they are particularly challenging as they represent a litmus test as to whether they have achieved a sufficient degree of cultural adaptation. To date, little attention has been paid to the way placement interviews are experienced by international students. This article addresses this gap. The article is based on a qualitative study involving semi-structured, in-depth interviews with five international students focusing on the way placement interviews were experienced, how students felt prepared for them, and the degree to which language proficiency, cultural difference, social connectedness, discrimination, and Australian workplace culture represented a challenge. The findings suggest that international students need be to better informed about opportunities associated with field placement and the often implicit requirements and expectations associated with it. The authors argue that they would benefit from targeted educational resources ranging from English language tuition to interview role play