An evaluative review of evidence on the ‘enactment’ of the non-statutory National Framework Agreement for Religious Education in England and Wales

Governments world-wide consider education to be a priority, particularly in attempting to “deal with fundamental issues of economic well-being, globalization, climate change and social stability” (REC, 2007a: 2). England and Wales have invested large financial, physical and human resources in educational development within the last twenty years. Pluralism within Britain and across Europe highlights the significance of religion as a binding force relating to diversity and citizenship, and promoting community cohesion. The British government has a responsibility to ensure all citizens are treated equally and with respect. As we are a multi-cultural society, this includes citizens of all faiths and no faiths; the role of religion and belief plays an increasingly important function within communities and the wider social network. A standardised or regulated approach towards Religious Education (RE) is common practice in most countries across Europe, but this has not been the case in Britain. Indeed, the 2004 curriculum ‘health check’ undertaken by The Religious Education Council for England and Wales (REC) revealed “continued curriculum incoherence in religious education … continued low standards relative to National Curriculum subjects … continued non-compliance with legal requirements [and] no consistent criteria … to check the quality of RE” (REC, 2007a: 3). The intention of the 2004 Non-statutory National Framework Agreement for Religious Education (NFRE) was an attempt to address these issues. The NFRE is therefore seen as the vehicle that will promote teaching and learning of RE, encourage a “clear and shared understanding” of all faiths and no faiths, and cultivate spiritual, moral, and social development in young people (QCA & DfES, 2004: 8). REC (2007b: 4) argues that the NFRE “provides for the first time an agreed national rationale for the subject”. The REC propose that implementation of the NFRE will enhance the RE syllabus and also improve the quality of RE taught in schools. This paper explores some of the findings from a four year empirical study that I conducted in Lancashire, England. The research set out to explore specifically the response of a sample of faith-based and community schools to the NFRE. The paper explores the extent to which the theoretical aspirations of the NFRE have been met within the sphere of religious education. The paper also focuses on how and why the NFRE was developed and subsequent evolvement of the policy from 2004 to 2012

Nip & Tuck: The Humanities and Social Sciences under the Knife

The British government has cut funding for teaching the humanities and social sciences by 100%. This monumentally foolish decision directed by Lord Browne – the former CEO of BP, who arguably has no connection, experience or qualifications to oversee educational provision – was implemented by the Coalition. Lord Browne’s Report argues that STEM subjects; science, technology, economics and mathematics are prioritised as strategically important subjects for higher education, securing a sustainable future for them. Browne here seems to be suggesting that encouraging students to think, engage with critique, analysis and evaluation (as the humanities and social sciences do) is harmful to the longevity of educational provision. This is not only senseless it is restrictive to development opportunities and employability enhancement for young people. To imply that art, culture, language, history, philosophical and theological debate, interfaith dialogue etc. are irrelevant to society is absurd. This ill-considered and very short sighted decision is extremely dangerous long term, and will have far reaching consequences. Indeed, we are already seeing the repercussions as consumerism and marketization take priority over education; Britain’s universities are fast becoming the most expensive in the world – those that have not had to close down – impacting upon the social and cultural experience of young people and also their social capital and mobility. We have all seen the ‘botched’ jobs of unqualified cosmetic surgeons and the long standing, often irrevocable consequences of the ‘nip n tuck’ that promised so much and gave so little. The consequence of these surgical attempts made by incompetent so-called practitioners cause severe anguish and distress at best and extreme complications, radical or permanent damage at worst. Basically, a negligent ‘incision’ not only causes long and far reaching damage, it is extremely difficult to rectify incurring unwarranted expenditure. Perhaps something Lord Browne should consider when he assumes the power of a would-be ‘cosmetic surgeon’, and rather than attempting a procedure he is ill equipped to deal with – cutting funding from crucial sections of education – he should leave the decisions to professional educationalists. This paper discusses the implications of funding cuts to the humanities and social sciences and argues that government utilitarian reasoning is radically short-sighted. The humanities and social sciences are crucial to understanding society – past, present and future – and the complexities of relationships; local, national and international. Indeed, the humanities and social sciences are the foundations of democracy and therefore essential to understanding economies

Optimizing the ratio of captures to trapping effort in a black rat Rattus rattus control programme in New Zealand

The ratio of captures to unit effort is an important cost/benefit measure for volunteer pest control programmes. We describe an experiment designed to investigate the use of pre-feeding and trap pulsing as possible means of increasing this ratio. In 20 traps locked-open and pre-fed with non-toxic pellets for five days, the same number of black rats was caught over the next 5 days as in 20 non pre-fed traps set for the whole 10 days (32 rats each). Allowing for successful traps being unavailable for an average of half a night each, the capture rate in the pre-fed traps was 47% over five days, more than double that in the non pre-fed traps set for twice as long (total 19% in 10 days)

The relationship between transportation mode choice and well-being: An ecological perspective

The present study is based on an ecological analysis of transport and wellbeing as devised by Stokols and Novaco (1981). This study seeks to examine the link between transport mode and well-being. One hundred and eight Participants (N= 1 08) filled out a questionnaire that contained the psychological well-being scales of self-efficacy, general health and perceived stress; and the organizational scales of job satisfaction and absenteeism. The participants were divided into groups of 18 according to which transport mode they used. The transport mode groups were drive alone, train, bus, car pool, walk or cycle. It was hypothesized that there would be a significant difference in well-being between transport modes, that alternative modes of transport would score better than the drive alone category and that transport mode had an effect on psychological and organizational well-being. Findings supported that there was a difference in well-being between transport modes with the cycle and drive alone categories being significantly different to the bus, car pool and walk categories. Only the alternative mode of cycle performed better on the well-being scales than the drive alone category which did not support our second hypothesis. Transport mode did have an effect across both the psychological and organizational categories. Research and practical implications are discussed and directions for future research are highlighted

Swimming capabilities of stoats and the threat to inshore sanctuaries

Stoats (Mustela erminea) are small carnivorous mammals which were introduced into New Zealand in the late 19th century, and have now become widespread invasive pests. Stoats have long been known to be capable of swimming to islands 1-1.5 km offshore. Islands further out have usually been assumed to be safe from invasion, therefore routine stoat monitoring on them has been considered un-necessary. Recent incursions, including a stoat found on Rangitoto Island (3 km offshore) in 2010, and another which was deduced to have reached Kapiti (5 km offshore) in 2009, along with distribution modelling and genetic studies, strongly support the proposition that stoats can swim much further than 1.5 km. Acceptance of this hypothesis depends on estimating the probability that such small animals could indeed swim so far unaided. This paper reports the results of a project designed to assist this debate by recording the paddling action, speed and minimal endurance of nine stoats observed (once each) swimming against an endless current in a flume at the Aquatic Research Centre, University of Waikato. Four of the five males and two of the four females could hold a position for at least five minutes against the maximum current available, averaging 1.36 ± 0.336 km/h. In steady swimming against a current of c. 1 km/hr, they all used a rapid quadripedal paddling action (averaging 250 strokes/min, stronger with the spread forepaws). Four of the nine swam strongly for >1 h, including one female who covered 1.8 km in nearly 2 h non- stop. Results from such artificial conditions cannot be conclusive, but support suggestions that wild stoats could indeed swim much further than 1.5 km, hence we conclude that the “risk zone” for stoat reinvasions of inshore islands has been seriously under-estimated

Anticipatory responses to pulsed resources: An introduction

Vigorous exchange of ideas is an essential part of the business of science. What makes that interaction so much more interesting than ordinary conversation is that, in science, ideas always have to be based on documented observation of the real world.No one disputes that requirement, yet it does not automatically ensure agreement, even when all parties are observing the same bits of the same world. That is because what we see in front of our eyes is powerfully influenced by what is behind them. Observations are never free of assumptions, which in turn are never independent of previous knowledge and experience

Downer Women 1851 - 2001 : celebrating the 150th anniversary Milwaukee Normal Institute and High School

https://lux.lawrence.edu/mdc_writtenhistories/1004/thumbnail.jp

Are Black Girls the New Number Runners? An Analysis of Black Girls and High School Mathematics

According to the National Science Foundation (NSF), one out of every 100 employed scientists and engineers in the United States is a Black female. This statistic prompts the examination of Black females and mathematics. How do individual-level (educational aspirations), familial-level (support), and school-level (school characteristics) variables impact Black female students\u27 proficiency in high school mathematics as well as predict their enrollment in postsecondary math courses? Employing four waves from the National Education Longitudinal Study (1988, 1990, 1992, & 1994), this study seeks to add to the discourse on achievement in mathematics by examining factors which impact outcomes in mathematics for a nationally representative sample of Black females. The theoretical framework for this dissertation will include, but not be limited to, social and cultural capital (Bourdieu and Coleman), intersectionality and standpoint (Crenshaw and Collins) theory. Variables from all three levels affected Black females\u27 achievement in high school mathematics. The score on the twelfth grade math exam was significant in predicting the likelihood that a Black female enrolled in a regular mathematics course in a postsecondary institution. The findings from this study will help inform the development of interventions and strategies aimed at increasing the mathematics proficiency of Black females and their enrollment in postsecondary mathematics courses

The Consolidation: Effects of the Consolidation of Milwaukee-Downer and Lawrence Colleges and Affects on Milwaukee-Downer Alumnae, Volume 2, Number 2

Effects of the Consolidation and Affects on Milwaukee-Downer Alumnae uses interviews and story telling to extend the perspective of alumnae through time. It updates the Downer history with Effects of the Consolidation on five sectors of Alumnae, each given a chapter, as listed in the Index.https://lux.lawrence.edu/mdc_writtenhistories/1003/thumbnail.jp