The Promise of Spirituality in Mediation: The Significance of Spiritual-Based and Faith-Based Approaches in Mediation

This article advocates greater exploration and incorporation of spirituality or religion in the mediation process. As religious or spiritual values constitute an element of one’s culture, which inevitably forms a lens through which one interprets the world, the authors suggest a greater acceptance of exploring and acknowledging the power of addressing one’s own religious or spiritual makeup. The authors present an agenda for mediation research and practice for the twenty-first century and consider several examples to encourage model development. In particular, the following discussion presents potentially valuable elements for an alternative approach to mediation which incorporates either religion or spirituality

International social work student exchange

This case study explores the nature and impact of an international student mobility initiative within Social Work and Human Services at James Cook University (JCU), in Northern Australia. This initiative sits within a discipline-wide program of internationalisation that aims to increase students’ understanding of the complex global context in which they will practice as social workers and to facilitate, motivate and empower them to contribute to the goals of global social justice, potentially as agents of social change. This mobility project is just one of a number of internationalisation activities undertaken by the discipline, including the development of international reciprocal partnerships, collaborative international conferences, international staff exchanges, and research and publication collaborations with international partners. In 2014, international student exchange experiences were incorporated into one elective unit in the Bachelor of Social Work (BSW) degree: WS2008: International Exchange, thus integrating the mobility project into the curriculum

DISCOURSES OF DIFFERENCE? EXAMINING GENDER DIFFERENCES IN LINGUISTIC CHARACTERISTICS OF WRITING

Set in the context of international concerns about boys’ achievements in writing, this article presents research that explores gender differences or similarities in linguistic competence in writing. Drawing on the results of a large‐scale analysis of the linguistic characteristics of secondary‐aged writers, we outline gender difference in the sample. The article explains the limited differences revealed through this analysis but highlights the repeated pattern of differences in boys’ writing, mirroring parallel patterns in able writers. The findings are discussed light of the prevalent discourse of difference that permeates academic, professional, and political consideration of gender and writing. Keywords: linguistic development, writing processes, identity Dans le droit fil des inquiétudes que suscite le rendement scolaire des garçons en écriture, cet article présente une recherche sur les différences et les similitudes selon le sexe quant à l’aptitude à écrire. Analysant les résultats d’une vaste étude portant sur les caractéristiques linguistiques d’élèves du secondaire, les auteurs tiennent compte des différences selon le sexe dans l’échantillon. Ils expliquent les différences limitées qu’a révélées cette analyse tout en soulignant le profil répétitif des différences dans les écrits des garçons, faisant en cela écho à des caractéristiques parallèles chez les élèves ayant une aptitude à écrire. Les auteurs discutent des conclusions à la lumière du discours sur la différence partout présent dans les considérations pédagogiques, professionnelles et politiques sur le genre et l’écriture. Mots clés : développement linguistique, processus d’écriture, identité

Informing 4-H Youth Development in Southeast Alaska Native Villages

This qualitative study explored the research question, What are the needs of youth in Southeast Alaska Native villages and how can 4-H youth development respond to these needs in culturally responsive ways? The study offers initial findings regarding concerns about youth and shares Alaska Native voices and perspectives in how we can best deliver youth programming in remote rural villages in culturally responsive ways. Participants highlight the importance of establishing programs within the context of culture, language and spirituality, engaging youth in activities that give them a sense of purpose and belonging, and promoting youth leadership. Implications are shared for development of culturally responsive youth programming which may be applicable with similar populations within and outside of Alaska

How Talk Becomes Text: investigating the concept of oral rehearsal in early years’ classrooms.

publication-status: Publishedtypes: ArticleThe principle that emergent writing is supported by talk, and that an appropriate pedagogy for writing should include planned opportunities for talk is well-researched and well-understood. However, the process by which talk becomes text is less clear. The term ‘oral rehearsal’ is now commonplace in English classrooms and curriculum policy documents, yet as a concept it is not well-theorised. Indeed, there is relatively little reference to the concept of oral rehearsal in the international literature, and what references do exist propose differing interpretations of the concept. At its most liberal, the term is used loosely as a synonym for talk; more precise definitions frame oral rehearsal, for example, as a strategy for reducing cognitive load during writing; for post-hoc reviewing of text; for helping writers to ‘hear’ their own writing; or for practising sentences aloud as a preliminary to writing them down. Drawing on a systematic review of the literature and video data from an empirical study, the paper will offer a theoretical conceptualisation of oral rehearsal, drawing on existing understanding of writing processes and will illustrate the ways in which young writers use oral rehearsal before and during writing

The Impact of Mentoring on Stress in Higher Education

The aim of this research is to understand the association between stress and involvement in a mentoring relationship within a higher education context. Three studies were carried out, within the same large UK University targeting both mentees and mentors involvement in one particular mentoring scheme, for their views and perceptions about mentoring and stress. The keys findings within this case study are that mentoring does allow both mentors and mentees to feel supported, particularly in times of pressure and stress. Mentoring helps to raise self-awareness, confidence levels and helps further develop professional relationships for both parties. Through engaging in ongoing reflection together, mentors and mentees feel that mentoring has had a positive impact on their work-related stress and has provided them with coping strategies. Ultimately, the suggestion is that involvement in mentoring provides strategies for coping with situations, the opportunity to reflect and leads to feeling valued

Developing a critical approach to student preparation for international mobility experiences: moving beyond the practical

This presentation addresses the issue of criticality in student preparation for international mobility experiences. Drawing on the findings from two OLT funded research projects the presentation will identify challenges in the process of preparing diverse student cohorts for intercultural learning in diverse settings, and discuss the importance of a critically informed approach to this preparation. Critical preparation goes beyond the practicalities of travel and encourages students to engage with complex concepts such as racism, imperialism and privilege. An example of a critically oriented preparation process will be provided, illustrated with case studies and practice examples. The speakers will present an eBook which has been developed as a resource for staff and students preparing for international study experiences. This practical resource adopts a critical approach to supporting international mobility preparation through the engaging presentation of key conceptual material, supported by the voices of experienced practitioners and students involved in international mobility

Interprofessional Academic Service-Learning in Rural Australia: Exploring the impact on allied health student knowledge, skills, and practice. A Qualitative Study.

The program at the centre of this study was established in 2009 to address unmet allied health needs for rural Australian children through a primary school-based academic service-learning program. Allied health students work as interprofessional cohorts, across four school terms. Students draw on the work of previous cohorts to inform therapeutic engagement for pupils across the year. This qualitative study aimed to identify allied health student and academic expereinces and impact of program participation. One student cohort undertaking their placement in 2014 consented to particapte in interprofessional focus groups. Allied health academics participated in individual semi-structured interviews in late 2014. Data was thematically analysed with key themes and subthemes identified. This paper focuses on the interprofessional findings of; exposure challenges; the 'team continuum'; knowledge sharing between disciplines; cross-discipline collaboration; team service delivery; planning and organisation. Student acculturation and participant perceptions of desirability for interprofessional practice expereinces are also discussed. A number of limitations in the provisionof, and access to, interprofessional practice opportunities were described. Enhanced student knowledge, skills, attitutudes and resultant interprofessional practice, through participation in the prorgam, were identified by participants as program impacts

Community-Based Service-Learning: A Rural Australian Perspective on Student and Academic Outcomes of Participation

This article reports on a community-based service-learning program that aligned occupational therapy and speech pathology student learning with service provision in order to address the unmet developmental needs of children residing in rural New South Wales, Australia. The article describes academy outcomes for participating allied health students and academics. A pragmatic qualitative research study was undertaken and data collected through focus groups with students and individual interviews with academics. Data were analyzed using a constant comparative analysis method. Broad codes were developed and then collapsed into two themes: catalysts for program participation and civic impacts of participation. Based on the study findings, the authors argue for the need to ensure the development of community-literate health students, academics, and practicing professionals if colleges and universities are to create a rural-ready and responsive health workforce. This community-literate approach must inform how Australian higher education institutions engage with rural communities in community-based service-learning innovation