Transpersonal Education: An Educational Approach for the Twenty-First Century?

Maslow was instrumental to the development of both humanistic and transpersonal psychology advocating that humanistic psychology should be subsumed by transpersonal psychology [1]. However the transpersonal has remained a lucid term with over-simplified definitions relating to spirituality [2-5], although three encompassing themes have been identified: beyond-ego psychology, integrative psychology and transformative psychology [6]. Although transpersonal psychology has been applied to a number of fields, (e.g. counselling, coaching, psychotherapy), there has been a paucity of research in relation to mainstream education. This paper initially introduces and discusses transpersonal psychology and how it differs to humanistic and positive psychology, before hermeneutically analysing previous research on transpersonal education, to propose a transpersonal education for the twenty-first century

Quality teaching in rural Sub-Saharan Africa: Different perspectives, values and capabilities

Over the last decade vast sums have been invested in Sub-Saharan Africa to enhance teacher quality. Yet improvements in quality – when interpreted as enhanced pupil attainment – are disappointing. This paper shows how Amartya Sen’s capability approach can help answer the call for a renewed focus on, and reconceptualisation of, quality teaching by considering the pursuit of valued goals in teachers’ work. It is increasingly understood that what teachers do, matters. Drawing on a recently completed PhD, this paper examines the professional capabilities of two women teachers from a rural Nigerian school. These teachers provide a focus for exploring the relationship between official representations of teachers’ work and the professional lives teachers create and experience. Official perspectives were extrapolated from policy documents around teachers’ work, teachers’ perspectives were drawn from an ethnography of rural teachers’ lives carried out between 2007 and 2011. A list of professional capabilities was developed from each perspective to represent what was valued in teachers’ work, and the study developed an analytical framework for evaluating teachers’ professional capability from each perspective. This paper draws out some highlights of this analysis and proposes a new cyclical model of professional capability for quality teaching

The Tryal Between J.G. Biker, Plaintiff; and M. Morley, Doctor of Phyfic, Defendant; for Criminal Conversation with the Plaintiff’s Wife; on Tuefday the 30th of June at Guildhall, London

An account of a civil suit, including witness testimony, of charges of assault and criminal conversation against the defendant for having unlawful martial relations with the plaintiff’s wife. The evidence presented during the trial suggests witness tampering took place on the part of the plaintiff, which resulted in a verdict for the defendant. Printed for J. Huggonson in Sword and Buckler Court, Ludgate-Hill. 1741

Education Workforce Initiative: Initial Research

The purpose of this initial research is to offer evidenced possibilities in the key areas of education workforce roles, recruitment, training, deployment and leadership, along with suggested areas for further research to inform innovation in the design and strengthening of the public sector education workforce. The examples described were identified through the process outlined in the methodology section of this report, whilst we recognise that separation of examples from their context is problematic – effective innovations are highly sensitive to context and uncritical transfer of initiatives is rarely successful. The research aims to support the Education Workforce Initiative (EWI) in moving forward with engaging education leaders and other key actors in radical thinking around the design and strengthening of the education workforce to meet the demands of the 21st century. EWI policy recommendations will be drawn from a number of country level workforce reform activities and research activity associated with the production of an Education Workforce Report (EWR). This research has informed the key questions, approach and structure of the EWR as outlined in the Education Workforce Report Proposal. Issues pertaining to teaching and learning in primary and secondary education are at the centre of the research reported here; the focus is on moving towards schools as safe places where all children/ young people are able to engage in meaningful activity. The majority of the evidence shared here relates to teachers and school leaders; evidence on learning support staff, district officials and the wider education workforce is scant. Many of the issues examined are also pertinent to the early childhood care and education sector but these are being examined in depth by the Early Childhood Workforce Initiative. Resourcing for the Education Workforce was out of scope of this initial research but the EC recognises, as outlined in the Learning Generation Report, that provision of additional finance is a critical factor in achieving a sustainable, strong and well-motivated education workforce, particularly but not exclusively, in low and middle income countries. The next stage of EWI work will consider the relative costs of current initiatives and modelling of the cost implications of proposed reforms. EWI aims to complement the work on teacher policy design and teacher career frameworks (including salary structures) being undertaken by other bodies and institutions such as Education International, the International Task Force on Teachers for 2030 and the Teachers’ Alliance, most particularly by bringing a focus on school and district leadership, the role of Education Support Professionals (ESPs) and inter-agency working

Network-on-Chip Synchronization

Technology scaling has enabled the number of cores within a System on Chip (SoC) to increase significantly. Globally Asynchronous Locally Synchronous (GALS) systems using Dynamic Voltage and Frequency Scaling (DVFS) operate each of these cores on distinct and dynamic clock domains. The main communication method between these cores is increasingly more likely to be a Network-on-Chip (NoC). Typically, the interfaces between these clock domains experience multi-cycle synchronization latencies due to their use of “brute-force” synchronizers. This dissertation aims to improve the performance of NoCs and thereby SoCs as a whole by reducing this synchronization latency. First, a survey of NoC improvement techniques is presented. One such improvement technique: a multi-layer NoC, has been successfully simulated. Given how one of the most commonly used techniques is DVFS, a thorough analysis and simulation of brute-force synchronizer circuits in both current and future process technologies is presented. Unfortunately, a multi-cycle latency is unavoidable when using brute-force synchronizers, so predictive synchronizers which require only a single cycle of latency have been proposed. To demonstrate the impact of these predictive synchronizer circuits at a high level, multi-core system simulations incorporating these circuits have been completed. Multiple forms of GALS NoC configurations have been simulated, including multi-synchronous, NoC-synchronous, and single-synchronizer. Speedup on the SPLASH benchmark suite was measured to directly quantify the performance benefit of predictive synchronizers in a full system. Additionally, Mean Time Between Failures (MTBF) has been calculated for each NoC synchronizer configuration to determine the reliability benefit possible when using predictive synchronizers

CSR, local content and taking control: do shifts in rhetoric echo shifts in power from the centre to the periphery?

In the current climate of increasing rhetoric around protectionism, nationalism and border security versus free movement, transnational corporations are having to negotiate some particularly tricky issues. One of these is the increasing prevalence of local content regulations which are impinging more and more upon the ways those corporations operate, including having an impact upon the scope and nature of corporate social responsibility and sustainable development activities. In this chapter I examine the historical, political and economic context of local content policies, exploring their roots in conflict and the contemporary, contested discourses that lie behind the development of different local content requirements. As local content requirements have become increasingly adopted by countries in the developing world they have displaced activities more generally associated with corporate social responsibility, a move which is synchronous with claims that CSR is a neo-colonial means by which the developed world attempts to continue to exert power over its erstwhile colonies. I explore how this has worked in different contexts, highlighting the rhetorical nature of policy setting, reflecting power struggles on the international stage rather than meaningful or sustainable developments in terms of national or local economies

Dual Credit Programs: Does the State of Illinois Provide Programs that are Efficacious for All Stakeholders?

As dual credit courses have become more and more popular, both in the country as a whole, and in the state of Illinois, many students are taking advantage of the benefits that these courses can provide. The problem that this study focused on was whether or not the state of Illinois is doing all it can to ensure all students are able to benefit. The High School Longitudinal Study (2009) was a national study that provided valuable information on the academic environment in high schools at that time. One of the areas the study looked at was dual credit programs. In 2021, the Illinois Board of Higher Education released its 2020 state report on dual credit education. This study looked at the 2020 statistics and compared them with the data from 2009 in order to see if Illinois had used that wealth of information to improve its dual credit programs or not. Critical Race Theory (CRT) was the lens through which the data was compared. CRT, the very controversial theory being discussed across the country these days, identifies circumstances in which those in power legitimize ways in which minority citizens get treated unfairly in the United States. This study found that while the state of Illinois has made some positive changes to its dual credit programs, in far too many cases, ingrained racism in the education system is still influencing how programs are run. This is not an isolated problem in education. However, in this case educators must not turn a blind eye as many have done in the past. Every student deserves to benefit from saving money, finishing college sooner, and simply being better prepared to enter college, and any other benefit dual credit courses can offer. Schools must find ways to better market these classes to all students. They must focus on methods to help students who are taking the classes succeed, and they must work more closer with higher education institutions in order to provide an easy to follow map for all students to follow