Thriving Arts: Thriving Small Communities

Presents findings from a study of ten rural Minnesota communities to identify factors related to successful community arts development. Includes recommendations to inform future investment in the arts

Star formation and spiral structure in M81

High resolution digitized images of M81 in the radio continuum, H alpha, H I, and I band are used to see how well various density wave models agree in detail with observations. It was found that the observed width of the nonthermal radio arms favors a cloudy version of a density wave model. The radial distribution of the set of giant radio H II regions disagrees with the simple expression of Shu and Visser for star formation by a density wave. The observed displacements of the giant radio H II regions from the spiral velocity shock indicate that some revisions in the details of the ballistic particle model of Leisawitz and Bash are necessary

Cambiando los patrones del imperialismo y la educación: el Reino Unido

Education has been central to the maintenance of modern empires. Educational policies and practices under British imperialism reflected the complexities, tensions and conflicts in the different territories of the Empire. This is illustrated with specific reference to inter-war Palestine and Imperial India where education policy sometimes had unintended consequences in divided societies. Cultural imperialism was an inherent aspect of colonial education with curricular implications for schooling in the United Kingdom. As the British Empire underwent change and eventually declined, education also changed in response. However, the change was not linear, with the legacy of empire continuing both in the former colonial territories and in the UK itself up to present times, with implications both for the formal and informal dimensions of learning. Importantly, the English language is maintained, in different forms, as a continuing symbol of empire, together with diverse and sometimes complex responses at a time when interculturalism, post-colonialism, and globalisation have affected the discourse on the British Empire. At the same time, the discourse is sometimes complicated by an apparent resurgence of imperial sentiment while the arts continue to reflect critical attitudes towards past imperial power. The article concludes with the view that the development of a critical understanding of the relationship between education and empire is necessary to ensure changes in pedagogy with regard to greater inclusion of those with histories of marginalisation and subordination.La educación ha sido fundamental para el mantenimiento de los imperios modernos. Las políticas y prácticas educativas bajo el imperialismo británico reflejaron las complejidades, tensiones y conflictos en los diferentes territorios del Imperio. Esto se ilustra con referencias específicas a la Palestina entre guerras y la India Imperial, donde la política educativa a veces tuvo consecuencias imprevistas en sociedades divididas. El imperialismo cultural era un aspecto inherente de la educación colonial con implicaciones curriculares para la escolarización en el Reino Unido. A medida que el Imperio británico sufrió cambios y, finalmente, se redujo, la educación también cambió en respuesta. Sin embargo, el cambio no fue lineal, ya que el legado del imperio continuó tanto en los antiguos territorios coloniales como en el Reino Unido hasta el presente, con implicaciones tanto para las dimensiones formales como informales del aprendizaje. Es importante destacar que el idioma Inglés se mantiene, en diferentes formas, como un símbolo continuo del imperio, junto con respuestas diversas y, a veces complejas en un momento en que la interculturalidad, el post-colonialismo y la globalización han afectado el discurso sobre el Imperio Británico. Al mismo tiempo, el discurso se complica a veces por un aparente resurgimiento del sentimiento imperial mientras que las artes siguen reflejando actitudes críticas hacia el poder imperial del pasado. El artículo concluye con la opinión de que es necesario desarrollar una comprensión crítica de la relación entre educación e imperio para garantizar cambios en la pedagogía con respecto a una mayor inclusión de aquellos con historias de marginación y subordinación

The Perception of Maternal Anemia and the Effect of Nutritional Education: A Qualitative Analysis Among Village Mothers in Rural Kumaon, Uk

Malnutrition is often associated with starving children in developing countries. However, while calorie and protein deficiencies—macronutrient deficiencies—are a cause for concern, micronutrient deficiencies can be equally detrimental and are even more pervasive. The most prevalent micronutrient deficiency is anemia, and the story of anemia in India is particularly grim. India has the largest number of anemic people in the world and severe anemia is the cause of death for an average of 22,000 Indians each year (The Micronutrient Initiative 2006). Anemia rates are exacerbated for women and even more so for pregnant women. According to the most recent National Family Health Survey conducted in India in 2005-2006 (NFHS III), 55% of Indian women are anemic and 59% of pregnant Indian women are anemic, the highest rate in the world (IIPS 2005-2006). This rate is markedly higher than the average 51% of pregnant women in developing countries who are anemic and drastically higher than the 14% of pregnant women in developed countries who are anemic (Gogoi & Prusty 2013). Such a prevalence of maternal anemia has detrimental implications upon both maternal and child health. Indeed, anemia is the cause of 20% of all maternal deaths in India and an associated cause in 50% of them (MoHFW 2013). Significantly, 80% of all the maternal deaths in Asia attributed to anemia are in India. Maternal anemia also frequently leads to premature births, low birth weights, and peri and neonatal mortality (MoHFW 2013)

Piaget\u27s theories - cognitive learning with implications to reading

The purpose of this paper is to study the theory of the cognitive development in children as proposed by Jean Piaget and then to consider the implications of this theory for teaching critical reading