Education, ethics and values : A response to Peter Blaze Corcoran’s keynote address, EEASA 2003

This paper is written in response to the Keynote Adress on the Earth Charter presented by Peter Blaze Corcoran at the EEASA 2003 Conference in Namibia. It draws attention to the significance of ethical debates in education and emphasises the need for careful attention to the way in which educators approach values education. In particular the paper considers the Earth Charter critically, and notes that while there is much value in the principles of the Earth Charter for guiding educational practice, educators should also consider some of the dilemmas of simply appropriating univeral ethical frameworks to guide practice

Viewpoint: Education, Ethics and Values- A Response to Peter Blaze Corcoran’s Keynote Address, EEASA 2003

This paper is written in response to the Keynote Adress on the Earth Charter presented by Peter Blaze Corcoran at the EEASA 2003 Conference in Namibia. It draws attention to the significance of ethical debates in education and emphasises the need for careful attention to the way in which educators approach values education. In particular the paper considers the Earth Charter critically, and notes that while there is much value in the principles of the Earth Charter for guiding educational practice, educators should also consider some of the dilemmas of simply appropriating univeral ethical frameworks to guide practice

The administration and organisation of independent study topics with special reference to secondary school geography

Traditional school subjects are having to compete for a place in a curriculum which is increasingly judged according to its perceived utilitarian value. According to current educational theory, geography's role in the curriculum is to develop concepts, skills, values and attitudes that allow pupils to understand the human and environmental issues which face their communities and communities throughout the world. In order to achieve these aims, teachers need to adopt a learner-centred teaching approach, yet geography teachers are faced with the dilemma of having to develop participatory teaching strategies within an existing structure which is largely product oriented. This thesis attempts to illustrate how changes can be effected in the approach to the teaching of geography, while working within existing syllabus constraints and while continuing to meet the demands made by the current examination system. To this end, Independent Study Topics are analysed as a means to bring about the desired changes in geographical education. The concept, Independent Study Topics as a 'blanket term' (Diepeveen, 1986) for pupil-centred activities is relatively recent in terms of the South African geography syllabus. In order to obtain greater clarity about the concept and its implications for geography teaching, this study examines current geographical theory relating to learner-centred approaches and relates them to teachers' perceptions of the role of IST in the geography curriculum. The second aspect of the study is concerned with the implementation of Independent Study Topics in a classroom research setting. The organisation and administration of Independent Study Topics in a single school setting is analysed and evaluated as a process of change. This analysis provides guidelines for developing a learner-centred approach which is necessary to ensure that geography retains its position in the school curriculum of the 1990's and beyond

A framework for explaining query answers in dl-lite

An Ontology-based Data Access system is constituted by an ontology, namely a description of the concepts and the relations in a domain of interest, a database storing facts about the domain, and a mapping between the data and the ontology. In this paper, we consider ontologies expressed in the popular DL-Lite family of Description Logic, and we address the problem of computing explanations for answers to queries in an OBDA system, where queries are either positive, in particular conjunctive queries, or negative, i.e., negation of conjunctive queries. We provide the following contributions: (i) we propose a formal, comprehensive framework of explaining query answers in OBDA systems based on DL-Lite; (ii) we present an algorithm that, given a tuple returned as an answer to a positive query, and given a weighting function, examines all the explanations of the answer, and chooses the best explanation according to such function; (iii) we do the same for the answers to negative queries. Notably, on the way to get the latter result, we present what appears to be the first algorithm that computes the answers to negative queries in DL-Lite

Brain-behaviour modes of covariation in healthy and clinically depressed young people.

Understanding how variations in dimensions of psychometrics, IQ and demographics relate to changes in brain connectivity during the critical developmental period of adolescence and early adulthood is a major challenge. This has particular relevance for mental health disorders where a failure to understand these links might hinder the development of better diagnostic approaches and therapeutics. Here, we investigated this question in 306 adolescents and young adults (14-24 y, 25 clinically depressed) using a multivariate statistical framework, based on canonical correlation analysis (CCA). By linking individual functional brain connectivity profiles to self-report questionnaires, IQ and demographic data we identified two distinct modes of covariation. The first mode mapped onto an externalization/internalization axis and showed a strong association with sex. The second mode mapped onto a well-being/distress axis independent of sex. Interestingly, both modes showed an association with age. Crucially, the changes in functional brain connectivity associated with changes in these phenotypes showed marked developmental effects. The findings point to a role for the default mode, frontoparietal and limbic networks in psychopathology and depression.Wellcome Trus

The resilience framework as a strategy to combat stress-related disorders

Consistent failure over the past few decades to reduce the high prevalence of stress-related disorders has motivated a search for alternative research strategies. Resilience refers to the phenomenon of many people maintaining mental health despite exposure to psychological or physical adversity. Instead of aiming to understand the pathophysiology of stress-related disorders, resilience research focuses on protective mechanisms that shield people against the development of such disorders and tries to exploit its insights to improve treatment and, in particular, disease prevention. To fully harness the potential of resilience research, a critical appraisal of the current state of the art — in terms of basic concepts and key methods — is needed. We highlight challenges to resilience research and make concrete conceptual and methodological proposals to improve resilience research. Most importantly, we propose to focus research on the dynamic processes of successful adaptation to stressors in prospective longitudinal studies.In preparing this Perspective, U.B. was supported by the Deutsche Forschungsgemeinschaft (DFG CRC 1193, subproject C06); G.A.B. by the United States-Israel Binational Science Foundation (project 2013067), David and Maureen O’Connor, and the Rockefeller Foundation (2012-RLC 304); A.C. by DFG CRC 1193, subproject C04; E.B. by the European Union’s Horizon 2020 Programme (EU H2020/705217); C.J.F. by DFG CRC 1193, subprojects C03 and C06, DFG FI 848/5-1, and the European Research Council (ERC-CoG 617891); I.G.-L. by the National Institute of Mental Health (K01MH102415); S.G. by DFG CRC 1193, subproject B05; E.J.H. by the ERC (ERCCoG682591); R.K. by DFG CRC 1193, subprojects B01 and C01, and the State of Rhineland- Palatinate (project 1080, MARP); K.L. by DFG CRC 1193, subproject Z03, and the State of Rhineland-Palatinate (project 1080, MARP); B.L. by DFG CRC 1193, subprojects A02, B03, and Z02; M.B.M. by DFG CRC 1193, subprojects A03 and Z02; R.J.M. by the Swiss National Science Foundation (SNF 100014-143398; project no. un 8306); A.R. by DFG CRC 1193, subprojects C07 and Z03, and EU H2020/2014-2020 (643051 (MiND) and 667302 (CoCA)); K.R. by the ERC (ERC_StG2012_313749) and the NWO (NWO VICI no. 453-12-001); B.P.F.R. by the NWO (NWO VENI no. 916-11-086); D.S. by the SNF (SNF 100014-143398, project no. un 8306); O.T. by DFG CRC 1193, subproject C04, and the State of Rhineland-Palatinate (project 1080, MARP); A.-L.v.H. by the Royal Society (DH150176); C.H.V. by the Netherlands Brain Foundation (Fellowship F2013(1)-216) and the NWO (NWO VENI no. 451-13-001); T.D.W. by the National Institute of Health (NIH); M.We. by DFG CRC 1193, subprojects C05 and C07; and M.Wi. by DFG CRC 1193, subproject C04

Different populations and sources of human mesenchymal stem cells (MSC): A comparison of adult and neonatal tissue-derived MSC

The mesenchymal stroma harbors an important population of cells that possess stem cell-like characteristics including self renewal and differentiation capacities and can be derived from a variety of different sources. These multipotent mesenchymal stem cells (MSC) can be found in nearly all tissues and are mostly located in perivascular niches. MSC have migratory abilities and can secrete protective factors and act as a primary matrix for tissue regeneration during inflammation, tissue injuries and certain cancers