DEFENDING ALL-MALE EDUCATION: A NEW CULTURAL MOMENT FOR A RENEWED DEBATE

Although all-female schools still prosper and are defended by members of the academic elite, an all-male college has become a near-extinct species. Many people are surprised such a creature still exists. All-male colleges strike many as vestiges of male privilege. They evoke the traditional bastions of power that precluded women from advancing in public life. Single-sex education is not for everyone, but if our educational system is to be truly pluralistic, such an education should be an option. Single-sex education for both genders can be a constructive way to address problems plaguing not only education but the culture as a whole. Educators are now more willing to reevaluate all-male education. While research on single-sex education focuses on women, its conclusions often show significant gains for both genders. Indeed, those who experience an all-male education are usually eager to talk of its empowering effect. In our society, sex is used and exploited as the primary means of self-expression and ultimate fulfillment. It is possible that the single-sex atmosphere might help put such distorted claims into a better perspective. It is time for a new debate about all-male education

Developing Environmental Agency and Engagement Through Young People’s Fiction.

This article explores the extent to which stories for young people encourage environmental engagement and a sense of agency. Our discussion is informed by the work of Paul Ricoeur (on hermeneutics and narrative), John Dewey (on primacy of experience), and John Macmurray (on personal agency in society). We understand fiction reading about place as hermeneutical, that is, interpreting understanding by combining what is read with what is experienced. We investigate this view through examples of four children’s writers, Ernest Thompson Seton, Kenneth Grahame, Michelle Paver and Philip Pullman. We draw attention to notions of critical dialogue and active democratic citizenship. With a focus on the educational potential of this material for environmental discussions that lead to deeper understandings of place and environment, we examine whether the examples consistently encourage the belief that young people can become agents for change. We also consider whether the concept of heroic resister might encourage young people to overcome peer pressure and peer cultures that marginalise environmental activism. We conclude by recommending the focused discussion of fiction to promote environmental learning; and for writers to engage ore with themes of environmental responsibility and agency

Scoping capacity to deliver practice learning for social work students in statutory mental health settings

This project aimed to explore and evaluate current provision and promote further developments of statutory practice learning opportunities in mental health settings, including Child and Adolescent Mental Health Services(CAMHS)

Wheat Cleaning and its Effect on U.S. Wheat Exports

This analysis shows that there could be net gains to the U.S. wheat industry if all U.S. export wheat were to be cleaned to a dockage level between 0.35 to 0.40 percent. These results are based on survey results of major importers of U.S. wheat, and a model of world wheat trade. Larger benefits to the U.S. wheat industry would be possible from cleaning only wheat destined to countries that demand higher quality U.S. wheat. However, these gains in export revenue from selling cleaner wheat could be offset if other exporters, especially Canada, responded in ways that would maintain their market share.wheat, grain quality, trade model, Crop Production/Industries, International Relations/Trade,

Can web thin clients be used to create flexible assessment spaces in a higher education setting?

For many HE institutions, a major factor inhibiting the wider deployment of computer-based objective assessment is the lack of suitable IT suites. The advent of pervasive wifi within HE campus environments, combined with the development of portable and low-cost browser-based devices, motivates the question of whether existing teaching spaces can be used as venues for computer-based assessment. This work describes the results of a pilot study aimed at investigating some of the technical and logistical issues surrounding this question and evaluating student perceptions of this particular implementation of an educational technology