Emotional education as second language acquisition?

In this paper we argue that while emotional education intervention packages offer certain advantages, there are risks associated with their uncritical use. The main risk is that if the unwanted behaviour of some pupils is seen merely as a problem that can be dealt with through targeted intervention, then important, identity constitutive parts of their reality might become obscured. We reconsider sociological explanations of school disaffection, along with more recent sociological and philosophical attempts to explore the emotional aspect of schooling. We hypothesise that some of the challenging behaviour exhibited by young people in schools is solution seeking; that it is a functional adaptation to an essentially foreign emotional environment. We conclude that attempts to educate the emotions should aim to develop morally rich virtues rather than empty intelligences.peer-reviewe

Betydningen av relasjon i møte mellom fysioterapeut og pasient sett fra et systemisk perspektiv

Problemstillingen i denne oppgaven er: ” Hva sier fysioterapeuten om betydningen av relasjon i møtet med pasienten?” Informantene er fysioterapeuter som jobber i privat praksis. Fokuset i oppgaven er lagt på fysioterapeutenes erfaringer og opplevelser med temaet relasjon og relasjonens betydning i møtet med pasienten

The idea of antiquity in visual images of the Highlands and Islands c.1700-1880

This thesis addresses the textual bias inherent in the historiography by exploring the value of visual images as a source of evidence for cultural perceptions of the Gàidhealtachd. Visual images stood at the sharp end of the means by which stereotypes were forged and sustained. In part, this was a direct result of the special role afforded to the image in the cultural and intellectual climate of Enlightenment and post-Enlightenment Europe. This thesis looks at the evolution of visual interest in the Highlands and Islands on two fronts, documentary and aesthetic, and pays particular attention to the way in which the two main functions of the image in society came to be intertwined. This thesis argues that the concept of antiquity was the single most powerful influence driving the visual representation of the Highlands and Islands during a long period from c. 1700 to around 1880, and indeed into the twentieth century. If something could be regarded as ancient, aboriginal, dead, or even dying, it acquired both documentary and aesthetic value. This applied to actual antiquities, to customs and manners perceived as indigenous and ‘traditional’ to the region, and, ultimately, even to the physical landscape. Successive chapters explore what might now be classified as the archaeological, ethnological and geological motives for visualising the Highlands and Islands, and the bias in favour of antiquity which resulted from the spread of intellectual influences into the fine arts. The shadow of time which hallmarked visual representations of the region resulted in a preservationist mentality which has had powerful repercussions down to the present day. The body of evidence considered – which embraces maps, plans, paintings, drawings, sketches and printed images by both professionals and amateurs – must be viewed as a rich and valuable companion to the written word

Creating Control Amidst the Chaos: Collaborating on a Controlled Vocabulary During COVID

While having a controlled vocabulary for our IR was an aspiration, with limited staffing and ad hoc additions, it was not a priority. Some items were added with keywords, most often supplied by faculty focused solely on their subject area, and others had no keywords. It seemed with every addition, the idea of implementing—and more importantly editing earlier submissions—slipped further away. However, when the shift to remote work meant that staff needed projects, many items on the IR wish list became a reality, including the controlled vocabulary. During this session, we will walk you through the process of how we assessed what we had, implemented order, and made a plan of how to maintain (and expand) the controlled vocabulary going forward. You will hear about what worked, what did not, and how we turned our 2020 lemons into some pretty sweet IR lemonade

Understanding the prevalence and drivers of food bank use: evidence from deprived communities in Glasgow

This article provides quantitative analysis of a self-reported measure of food bank use in the UK, adding to a sparse evidence base. Evidence from fifteen deprived communities in Glasgow is used to examine the scale of food bank use and to consider its relationship with socio-demographic, health, and financial variables. Being affected by welfare reforms was found to increase the likelihood of food bank use. Young men and those with mental health problems were found to be more likely than others to have used a food bank. Food banks appear to be used by groups who are being under-served by the welfare state and suffering the most acute impacts of austerity. The very low prevalence of food bank use among those who struggle to afford food points to their inadequacy as a response to food insecurity

Indigenous-engaged education, reconciliation and relationality: Rallying together for respectful LIS leadership

The 2020 ALISE statistical data reveals Indigenous students comprise less than one-half percent of the total number of students across reporting programs. The MLIS program 2020-21 Indigenous student population at the School of Library and Information Studies (SLIS), University of Alberta is seven percent. There is a story to tell. With this telling, showing up, active listening, and reflection are welcomed alongside questioning and commenting as forms of engagement with the panel’s insights into a Canadian case of Indigenous-engaged education. Importantly, the session serves the aim of socially engaged forms of LIS education and educational experience aimed at addressing deeply rooted structures in society that transcend the specific case. While it operates within the context of decolonization, indigenization and anti-racism in Canadian academia, this case has potential for informing broader advancements in recruitment, teaching and learning, experiential learning, community-engaged research and scholarship, academic service, and educational approaches that decolonize curriculum and pedagogy. This political will is inspired by the Universities Canada Principles on Indigenous Education. "Universities Canada represents universities across Canada, which educate more than a million students each year. Indigenous students continue to be underrepresented in Canadian higher education institutions and our universities are committed to do their part to close this education gap, recognizing the urgency of this issue for the country. Closing the gap will strengthen Indigenous communities, allow Indigenous peoples to continue to strive for self-realization, enhance the informed citizenship of Canadians, and contribute to Canada’s long-term economic success and social inclusion." (Universities Canada, 2015) With the 2015 publication of the Truth and Reconciliation Final Report by the Government of Canada, reconciliation between Indigenous peoples (First Nations, Métis, and Inuit) on Turtle Island and settler Canadians occupies an important place in public conversation and has become an increasingly pressing public issue. Within that conversation, it is widely recognized that education is a central element of reconciliation. Located on Treaty 6 territory, territory of the Papaschase, and the homeland of the Métis Nation, in Edmonton, Alberta, Canada, SLIS is engaged in reconciliation with Indigenous communities including Indigenous students, staff and instructors in the MLIS program. The School’s ethos of commitment to reconciliation has been inherent in recognizing that Edmonton is home to the second largest urban Indigenous population in Canada and that over half of Canada’s Indigenous population live in the four western provinces. SLIS recognizes its mandate as the only MLIS program based in the Prairie provinces and the only purely online MLIS opportunity in Canada with reach into remote regions provides the responsibility to be reflective and supportive of reconciliation. In Canadian context, reconciliation is understood to be about “establishing and maintaining a mutually respectful relationship between “Aboriginal and non-Aboriginal peoples” and that to realize that aim, “there has to be an awareness of the past, an acknowledgement of the harm that has been inflicted, atonement for the causes, and action to change behaviour” (Government of Canada, Vol 6, 3). The context for reconciliation at SLIS is introduced by Toni Samek, Professor (and SLIS Chair 2015-2020), who sets the stage for some of the inspirational people in the School’s reconciliation journey, including select leaders with whom she has engaged in reverse mentorship. Librarian Lorisia MacLeod is a 2018 SLIS alumna and a proud member of the James Smith Cree Nation. During her MLIS, she served as president of the School’s student association at a time when discussions around new initiatives (e.g., land acknowledgement) for the association were just beginning to gain traction. Student leadership positions are key to the development of the field given they are often formative for self-advocacy, prioritizing goals, and identifying personal vs organizational aims. Those interested in student governance often go on to run professional associations, committees, and other bodies further impacting the field. Drawing on her own leadership adventures and navigating leadership roles with her Indigenous identity, Lorisia discusses her experience with innovations and particularly setbacks as important elements in creating resiliency in programs and people. Kaia MacLeod, also a proud member of the James Smith Cree Nation follows. She is the current student President at SLIS, serving in a role she stepped into the midst of the COVID-19 pandemic. Kaia shares how she pays attention to both good and bad leadership practices as she seeks out models to experiment with in the development of her own unique leadership style. She speaks to her critical experiences in learning to step back and forward, as well as getting direct and directly hands-on in her leadership journey. This journey reflects how the pandemic is impacting inequities in our communities in both new and old ways. In 2015, the Truth and Reconciliation Commission of Canada released its 94 ‘Calls to Action’ where educational and memory institutions were called upon to address their current relationship with Indigenous Peoples. One of many steps the School has taken to reconcile this past is the creation of “LIS 598: Indigenous Library and Information Studies in a Canadian Context”. It is the first three-credit, graduate course in Canada about Indigenous librarianship that is taught from an Indigenous perspective by Indigenous instructors. We hear from Indigenous academic teaching staff, and SLIS alumni, Indigenous Programs and Services librarian Kayla Lar-Son and Faculty of Native Studies PhD student Tanya Ball who share their experiences pioneering this course. They provide unfettered insights into Indigenous pedagogies aimed to foster more broadly the development of the global field of Indigenous LIS. Tanya, Kayla, Lorisia and Kaia came to SLIS with the support of the University of Alberta Library’s Indigenous Internship. Librarian Anne Carr-Wiggin speaks to the Internship and the Academic Librarian Residency program at the University of Alberta. Both opportunities are designed to create a continuum for First Nations, Métis and Inuit students from the MLIS program to a career in librarianship. Anne describes how these efforts help to bring Indigenous voices to the library and increase relationality, as well as critical lessons learned from the first people involved. Panelists actively listen to and engage with attendees, enhancing accountability and the story circle! References Truth and Reconciliation Commission of Canada. (2015). Canada's Residential Schools: Final Report of the Truth and Reconciliation Commission of Canada. McGill-Queen’s University Press. Universities Canada. (2015, June 19). Principles on Indigenous Education

Understanding the rise of food aid and its implications for the welfare state: a study of Scotland and Finland

Over the past decade, the UK has witnessed a considerable expansion in the provision and use of charitable food aid, particularly food banks. The phenomenon has become a prominent political issue, and a rapidly expanding field of academic study. However, there is limited data available as to the prevalence of food aid use or the factors associated with it. The growth in food aid has also prompted research and policy interest in the wider issue of food poverty: the extent to which people struggle to afford food; its drivers and impacts; and the role which charitable food aid has come to play in food poverty experiences. There is a recognised need for better understanding of both food poverty and food aid use as separate but connected phenomena. The recent rise of charitable food aid in the UK has been mirrored across other European welfare states, provoking significant questions about the changing roles of, and relationships between, statutory and voluntary sectors in providing a social safety net. There is a need for greater critical reflection on how food aid is challenging and changing welfare states, particularly in countries where it has only recently become widespread. The overall aim of this thesis is to gain new empirical and theoretical insights into the rise of food aid and its role in relation to the changing nature of the welfare state. In order to address this aim, a mixed methods study of food poverty and the rise of food aid within the welfare state was undertaken. Scotland was selected as the major case study for the research, with a particular focus on the city of Glasgow, while Finland provided the minor, comparative case. The quantitative part of the study involved cross-sectional and longitudinal analysis of an existing household survey of 15 deprived neighbourhoods in Glasgow (the GoWell study). The objective was to examine the scale of both food poverty and food bank use. Binary logistic regression modelling was used to examine the relationship of these outcomes with socio-demographic, health, and financial variables. The qualitative fieldwork involved a total of 51 semi-structured interviews. These included interviews with a sample of the GoWell study participants (n=12); service providers in Glasgow (n=12); and policy actors across Scotland (n=9). Fieldwork in Finland involved interviews with policy actors and individuals working in statutory and voluntary services (n=18). This study provides quantitative analysis of a self-reported measure of food bank use, including empirical evidence of the scale and drivers of food poverty and food bank use in deprived neighbourhoods. While four per cent of respondents were found to have reported food bank use in 2015, 17 per cent reported difficulties affording food. The findings highlight the impact of financial factors, specifically of recent UK Government welfare reforms, on both food poverty and food bank use. The study found that survey respondents with mental and physical health problems were more likely to experience both food poverty and food bank use than those who reported good health. Worsening health was also found to increase the likelihood of entering food poverty over time. The qualitative findings provide evidence of how food banks are shaping experiences, perceptions, and delivery of the welfare state at a local level, and also consider how policy makers perceive the state-food aid relationship. Drawing on welfare state regime theory, analysis of interviews with policy actors in both Scotland and Finland inform an examination of the various roles and relationships of food aid and the welfare state across different regime types. Theoretical characterisations of the relationship between food aid and the welfare state, arising from analysis of interview data in both countries, are presented. These include understandings of food aid in relation to a welfare state which might be considered: contingent; shrunken; impersonal; or regressive. Comparing Scotland and Finland offers important insight into how and why food aid may play different roles in different welfare state contexts