432 research outputs found
Peace education research in the twenty-first century: three concepts facing crisis or opportunity?
This article focuses on the concepts of peace, education and research, and the ways in which they combine to form the field of peace education and peace education research. It discusses the ways in which each can be said to be facing a crisis of legitimation, representation and praxis, and the structural and cultural violence that inhibit efforts towards a more inclusive global conception of peace. It will review some ways in which it may be possible to rise to Gur-Zeâevâs challenge to respond to post-structural critiques of the field. Drawing on participatory, auto ethnographic and arts-based research methodologies, it suggests ways of creating synergies between research and aspirations towards positive (rather than negative) peace.This is the author accepted manuscript. The final version is available from Taylor & Francis via http://dx.doi.org/10.1080/17400201.2015.106973
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Violence in Schools: Perspectives (and hope) from Galtung and Buber
Research into violence in schools has been growing steadily at an international level, and has shown high degrees of violence at various different levels. Given the seriousness of the problem, finding ways of responding to this issue in schools becomes an imperative for educationists. In this article, we engage with this problem by defending the view that whilst violence might be endemic in schools, there are also real possibilities for working towards different ways of being in relationship in schools. Firstly, we discuss Galtungâs understanding of violence and peace, paying particular attention to his concepts of structural and cultural violence, peacekeeping, peacemaking and peacebuilding. Secondly, we connect Galtungâs notions of peacemaking to Buberâs philosophy of dialogue, in order to make a case for an âepistemological shiftâ which might enable individuals and communities to achieve âpeaceâ. Finally, we direct our argument to the education context and put forward some concrete proposals for peacemaking in schools.This is the author accepted manuscript. The final version is available from Taylor & Francis via http://dx.doi.org/10.1080/00131857.2015.110203
Spacelab 3: Research in microgravity
The Spacelab 3 mission, which focused on research in microgravity, took place during the period April 29 through May 6, 1985. Spacelab 3 was the second flight of the National Aeronautics and Space Administration's modular Shuttle-borne research facility. An overview of the mission is presented. Preliminary scientific results from the mission were presented by investigators at a symposium held at Marshall Space Flight Center on December 4, 1985. This special issue is based on reports presented at that symposium
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Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity
Peace and conflict studies (PACS) education has grown significantly in the last 30 years, mainly in Higher Education. This article critically analyzes the ways in which this field might be subject to poststructural critique, and posits Bourdieusian second-order reflexivity as a means of responding to these critiques. We propose here that theory-building within PACS education is often limited by the dominance of Galtung and Freire, and that, while the foundational ideas of positive and negative peace, structural and cultural violence, conscientization, reflexivity and critical pedagogy are still relevant today, they nevertheless need to be combined in new ways with each other, and with Bourdieuâs notions of habitus and field, to adequately respond to poststructural critique. Thus, we call here for greater field-based reflexivity in twenty-first century PACS
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Post-abyssal ethics in education research in settings of conflict and crisis: Stories from the field
This article draws heavily on the postâabyssal philosophy of Boaventura de Sousa Santos in order to theorise new ways of thinking about research ethics in settings affected by armed conflict and crisis, and to put them into practice. Our article explores the dilemmas and tensions faced by four graduate students and a supervisor across diverse international settings. For some of us, these are places we call home, for others these are places that provide refuge to our people: Afghanistan, Jordan, Lebanon and India. We seek to deepen standard understandings of ethics as institutionalised in university forms, arguing that tidy checklists for safety and risk mitigation do not adequately address the complex affective and socioâpolitical struggles permeating research, and the bodies of researchers, in these settings. Our main focus here is on how we can synthesise our various experiences in order to offer something of value to others who may be about to go into the field in settings affected by armed conflict and crisis. The question that we address, then, is: how can researchers avoid the limitations, obfuscations and silences of traditional institutional ethics in order to adopt a situated, embodied, postâabyssal research ethic that might open up new spaces for emotion, encounter, and engagement with struggle, risk and voicing? We use an autoethnographic approach that enables congruence with the aims of this article, and that supports our aspirations for enhanced impact through powerful narrative. We end with discussion that contains suggestions for institutions, supervisors, researchers, and for funding and professional bodies
Defining the genetic susceptibility to cervical neoplasia - a genome-wide association study
Funding: MAB was funded by a National Health and Medical Research Council (Australia) Senior Principal Research Fellowship. Support was also received from the Australian Cancer Research Foundation. JL holds a Tier 1 Canada Research Chair in Human Genome Epidemiology. The Seattle study was supported by the following grants: NIH, National Cancer Institute grants P01CA042792 and R01CA112512. Cervical Health Study (from which the NSW component was obtained) was funded by NHMRC Grant 387701, and CCNSW core grant. The Montreal study was funded by the Canadian Institutes of Health Research (grant MOP-42532) and sample processing was funded by the Reseau FRQS SIDA-MI. The Swedish Research Council, the Swedish Foundation for Strategic Research, the ALF/LUA research grant in Gothenburg and UmeĂ„, the Lundberg Foundation, the Torsten and Ragnar Soderbergâs Foundation, the Novo Nordisk Foundation, and the European Commission grant HEALTH-F2-2008-201865-GEFOS, BBMRI.se, the Swedish Society of Medicine, the KempeFoundation (JCK-1021), the Medical Faculty of UmeĂ„ University, the County Council of Vasterbotten (Spjutspetsanslag VLL:159:33-2007). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscriptPeer reviewedPublisher PDFPublisher PD
Developing a Theoretical Framework for Response: Creative Writing as Response in the Year 6 Primary Classroom
Focusing on the creative writing of Year 6 boys as they make the transition to Year 7, this article establishes a theoretical model for creative writing as response. In line with Bakhtinâs notion of utterances as âinterpersonalâ (1986), the model demonstrates the complexity of creative writing â the text is influencing of and influenced by an authorâs participation in âfigured worldsâ (Holland, Lachicotte, Skinner and Cain 1998), but also influencing of and influenced by future respondents. This article suggests that âweaker framingâ (Bernstein 2000) in creative writing pedagogy has the potential to alter boysâ identities and refigure their worlds
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Differences in levels of stress, social support, health behaviours, and stress-reduction strategies for women pregnant before and during the COVID-19 pandemic, and based on phases of pandemic restrictions, in Ireland
Background
The COVID-19 pandemic and related restrictions can adversely impact antenatal maternal well-being and health behaviours.
Aim
To examine antenatal stress and stress-reduction strategies, social support, and health behaviours between women pregnant before and during the pandemic in Ireland.
Methods
210 pregnant women were recruited online and in the antenatal department of a tertiary maternity hospital before the pandemic, and 235 women recruited online during the pandemic. Only women resident in Ireland were included in this study. Women completed measures of stress, social support, health-behaviours, and self-reported stress-reduction strategies. Differences in outcomes were examined between women pregnant before and during the pandemic, and between Phase 2 and Phase 3 of the Irish Government COVID-19 restrictions.
Findings
Women pregnant during the pandemic reported lower perceived social support, including support from a significant other, friends and family, than women pregnant before the pandemic. There were no significant differences in stress in health behaviours but women reported higher stress and less physical activity during the pandemic. Women reported a range of comparable stress-reduction strategies before and during the pandemic. No differences were observed between phases of pandemic-related restrictions for any outcome.
Discussion
Our findings highlight negative impacts of the pandemic on social support, stress, and physical activity, which can have implications for maternal and child health. Lack of differences between restriction phases suggests on-going negative effects for antenatal well-being and behaviours.
Conclusion
Development of supports for pregnant women during the pandemic should include social-support and stress-reduction components
School librarians as literacy educators within a complex role
Librarians in schools are expected to play an important role as literacy educators, and have a positive impact on young peopleâs literacy learning. However in the context of their diverse workload, relatively little is known about how this aspect of their role sits within its competing demands, and the exact scope of the literacy educator requirements. Using a hybrid approach to content analysis, this article analyses 40 recent job description documents to identify the nature and prevalence of different aspects of the role, and to explore the literacy educator aspect of this profession. Findings suggest that while the literacy educator aspect is one of the most common role requirements, it sits within a complex workload, and the literacy educator aspect is itself multi-faceted and demanding
Question-posing & question-responding at the heart of possibility thinking in the early years.
publication-status: Publishedtypes: ArticleDrawing on research that sought to explore the characteristics of âPossibility
Thinkingâ as central to creativity in young childrenâs learning, this paper considers
question-posing and question-responding as the driving features of âPossibility
Thinkingâ (PT). This qualitative study employed micro-event analysis of peer and
pupilâteacher interaction. Events were sampled from two early years settings in
England, one a Reception classroom (4- to 5-year olds) and the other a Year 2
classroom (6- to 7-year olds). This article arises out of the second stage of an ongoing
research programme (2004â2007) involving the children and practitioners in these
settings. This phase considers the dimensions of question-posing and the categories of
question-responding and their interrelationship within PT. Three dimensions of
questioning were identified as characteristic of PT. These included: (i) question
framing, reflecting the purpose inherent within questions for adults and children
(including leading, service and follow-through questions); (ii) question degree:
manifestation of the degree of possibility inherent in childrenâs questions (including
possibility narrow, possibility moderate, possibility broad); (iii) question modality,
manifestation of the modality inherent in childrenâs questions (including verbal and
non-verbal forms). The fine-grained data analysis offers insight into how children
engage in PT to meet specific needs in responding to creative tasks and activities and
reveals the crucial role that question-posing and question-responding play in creative
learning. It also provides more detail about the nature of young childrenâs thinking,
made visible through question-posing and responding in engaging playful contexts
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