Public Policy and Religion in the Pandemic: U.S. Constitution and the First Amendment

The following teaching module is designed for high school and college level instructors who seek to teach a lesson on the impact the COVID-19 pandemic had on the relationship between church and state. The teaching module features a lesson plan, case studies, and assignments that can be incorporated as the instructor sees fit. This teaching module was created by Wester Michigan University\u27s Department of Comparative Religion

Gender, Monastic Life, and the Lay Community During the Pandemic

The following teaching module is designed for high school and college level instructors who seek to teach a lesson on the impact the COVID-19 pandemic had on the monastic life of both Buddhists and Catholics. The teaching module features a lesson plan, case studies, and assignments that can be incorporated as the instructor sees fit. This teaching module was created by Wester Michigan University\u27s Department of Comparative Religion

Orthodox Jewish Women and Ritual Purity During the Pandemic

The following teaching module is designed for high school and college level instructors who seek to teach a lesson on the impact the COVID-19 pandemic has had on Jewish women and their ritual purity. The teaching module features a lesson plan, case studies, and assignments that can be incorporated as the instructor sees fit. This teaching module was created by Wester Michigan University\u27s Department of Comparative Religion

Ritual During Covid-19

The following teaching module is designed for high school and college level instructors who seek to teach a lesson on the impact the COVID-19 pandemic had on the participation and practice of religious rituals. The teaching module features a lesson plan, case studies, and assignments that can be incorporated as the instructor sees fit. This teaching module was created by Western Michigan University\u27s Department of Comparative Religion

Coronavirus (COVID-19) and Religious Holidays in the U.S.

The following teaching module is designed for high school and college level instructors who seek to teach a lesson on the impact the COVID-19 pandemic had on the celebration of religious holidays, such as Ramadan, Passover, and Easter. The teaching module features a lesson plan, case studies, and assignments that can be incorporated as the instructor sees fit. This teaching module was created by Western Michigan University\u27s Department of Comparative Religion

Continuity and change - The planning and management of long distance walking routes in Scotland

In recent years a number of changes have taken place in Scotland in respect of issues of land management, access and the natural environment. These include the creation of Scotland’s first National Parks in 2002 and the introduction of the Land Reform (Scotland) Act 2003, which has enshrined in legislation the principle of responsible access in the countryside. The aim of this study was to consider the implications of these changes for a specific type of recreational land use in Scotland, Long Distance (Walking) Routes (LDRs). Using semi-structured interviews with representatives of a number of agencies and with other individuals closely involved with LDRs, the research considered the extent to which these changes have or may alter the rationale for the provision of LDRs, their funding and their management. The research indicates a need and a willingness to build on existing stakeholder approaches to management with a view to engaging a broader range of communities of interest. The main challenge for those involved with LDRs is how to fund future development of these routes. One aim of a more participatory stakeholder management approach is to help route managers to use public funds to lever funds from other source

The potential determinants of young people's sense of justice: an international study

This paper uses reports from 13,000 Grade Nine pupils in five countries to examine issues such as whether they were treated fairly at school, trust their teachers and adults in wider society, are willing to sacrifice teacher attention to help others, and support the cultural integration of recent immigrants. Using such reports as ‘outcomes’ in a multi‐stage regression model, it is clear that they are largely unrelated to school‐level pupil mix variables. To some extent, these outcomes are stratified by pupil and family background in the same way for all countries. However, the largest association is with pupil‐reported experience of interactions with their teachers. Teachers appear to be a major influence on young people's sense of justice and the principles they apply in deciding whether something is fair. The paper concludes by suggesting ways in which schools and teachers could take advantage of this finding