Revisiting Family Leisure Research and Critical Reflections on the Future of Family-Centered Scholarship

In this special issue of Leisure Sciences, we examine the progress made and challenges ahead in research on leisure and families—20 years revisited. We consider what advancements have been made in family leisure research and potential new directions that family-centered scholars can look towards. We also consider the dominance of particular theoretical perspectives and methodological designs, and the limitations and consequences of such perspectives, to understand the complexities, diversity, and richness of the lived family experience. Emphasis is placed on the need for scholarship that explores diverse constructions of family and to provide a call to action for family-centered scholars to engage with broader global social issues

The Teacher as Servant Leader: Revisited

This essay revisits an original conference proceedings chapter from 1997, examining the biblical and educational underpinnings for the concept of teacher and servant leader

The Teacher as Servant Leader: Revisited

This essay revisits an original conference proceedings chapter from 1997, examining the biblical and educational underpinnings for the concept of teacher and servant leader

Canines in the Classroom Revisited: Recent Developments Relating to Students\u27 Utilization of Service Animals at Primary and Secondary Educational Institutions

In April 2010 the author presented an article on the topic of the use of service animals by juveniles in a specific environment — primary and secondary educational institutions at the Mid-Atlantic Regional Animal Law Symposium. Since that time there have been important legislative and case law developments in this field. This Article focuses on those recent developments. After setting forth a basic overview of the issue, the Article analyzes the amendments to the regulations of the Americans with Disabilities Act (“ADA”) relating to service animals that became effective in March 2011. The Article then considers recent case law and other indications of how agencies of the federal government interpret the issue. The Article continues by examining state laws enacted to allow for a right for students with disabilities to be accompanied by service animals in schools. The Article concludes by providing guidance for student advocates and school administrators dealing with this issue

Balancing climate change mitigation and environmental protection interests in the EU Directive on carbon capture and storage

The EU Climate and Energy Package highlights the potential contradictions between the climate change imperative of reducing GHGs emissions and the importance to maintain environmental integrity. While the package supports climate change mainstreaming, it remains to be seen to what extent it succeeds in achieving internal environmental integration between climate change mitigation and other environment- protection objectives. Directive 2009/31/EC on the capture and geological storage of carbon dioxide (hereinafter the CCS Directive) offers a paradigmatic example of this potential conflict. One of the main regulatory challenges arising from the CCS Directive relates to finding the proper balance between the different interests involved and the not-fully-consistent objectives of environmental protection, climate change mitigation, and energy security. The present article will discuss this regulatory challenge and examine how the CCS Directive’s regulatory framework for CCS permits a combination of the various interests at stake and the giving of proper weight to concerns about environmental protection. The role that the precautionary principle in conjunction with the proportionality principle may have in balancing climate change mitigation and environment-protection interests will be considere

What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? The interactions of peers, teachers and support staff

This paper addresses issues raised by the systematic literature review process. The authors are currently examining the literature on the pedagogy of mainstream teachers and support staff that effectively include children with special educational needs, with a view to assessing the interactions of peers, teachers and support staff. This paper sets out the methods of the systematic review, how we defined our terms and narrowed our focus. It explores the tensions that we confronted as part of this process. It explores in particular how we built on a previous review, and dealt with the criteria used to include and exclude studies and to carry out keywording. The paper concludes by highlighting some limitations of the systematic review process, and their impact on the ways in which we frame the reviews we create

The wicked and complex in education: developing a transdisciplinary perspective for policy formulation, implementation and professional practice

The concept of 'wicked issues', originally developed in the field of urban planning, has been taken up by design educators, architects and public health academics where the means for handling 'wicked issues' has been developed through 'reflective practice'. In the education of teachers, whilst reflective practice has been a significant feature of professional education, the problems to which this has been applied are principally 'tame' ones. In this paper, the authors argue that there has been a lack of crossover between two parallel literatures. The literature on 'wicked issues' does not fully recognise the difficulties with reflective practice and that in education which extols reflective practice, is not aware of the 'wicked' nature of the problems which confront teachers and schools. The paper argues for a fresh understanding of the underlying nature of problems in education so that more appropriate approaches can be devised for their resolution. This is particularly important at a time when the government in England is planning to make teaching a masters level profession, briefly defined by the Quality Assurance Agency for Higher Education (QAA) benchmark statement as 'Decision-making in complex and unpredictable situations'. The paper begins by locating the argument and analysis of 'wicked problems' within the nature of social complexity and chaos. The second part of the paper explores implications for those involved in policy formation, implementation and service provision. Given the range of stakeholders in education, the paper argues for a trans-disciplinary approach recognising the multiple perspectives and methodologies leading to the acquisition of reticulist skills and knowledge necessary to boundary cross. © 2009 Taylor & Francis