The Dialogue Among Peoples: The Rabat Commitment

This document contains the recent declaration adopted during the “Conference on Fostering Dialogue among Cultures and Civilizations through Concrete and Sustained Initiatives” held in Rabat, Morocco from 14 to 16 June 2005. This international conference was convened by six co-sponsoring organizations: UNESCO, OIC, ISESCO, ALECSO, the Danish Centre for Culture and Development and the Anna Lindh Euro-Mediterranean Foundation for the Dialogue between Cultures, and with the participation of the Council of Europe as observer. It is of note that this event represents a unique international partnership initiative

Education and Disaster Vulnerability in Southeast Asia: Evidence and Policy Implications

This article summarizes the growing theoretical and empirical literature on the impact of education on disaster vulnerability with a focus on Southeast Asia. Education and learning can take place in different environments in more or less formalized ways. They can influence disaster vulnerability as the capacity to anticipate, cope with, resist, and recover from natural hazard in direct and indirect ways. Directly, through education and learning, individuals acquire knowledge, abilities, skills and perceptions that allow them to effectively prepare for and cope with the consequences of disaster shocks. Indirectly, education gives individuals and households access to material, informational and social resources, which can help reducing disaster vulnerability. We highlight central concepts and terminologies and discuss the different theoretical mechanisms through which education may have an impact. Supportive empirical evidence is presented and discussed with a particular focus on the role of inclusiveness in education and challenges in achieving universal access to high-quality education. Based on situation analysis and best practice cases, policy implications are derived that can inform the design and implementation of education and learning-based disaster risk reduction efforts in the region

Women in contemporary cancer research

Despite recent advances, gender inequality persists in many scientific fields, including medicine. Thus far, no study has extensively analyzed the gender composition of contemporary researchers in the oncology field. We examined 40 oncological journals (Web of Science, ONCOLOGY category) with different impact factors (Q1-Q4) and extracted all the articles and reviews published during 2015 17, in order to identify the gender of their authors. Our data showed that women represent about 38% of all the authorships, both in articles and reviews. In relative terms, women are overrepresented as first authors of articles (43.8%), and clearly underrepresented as last or senior authors (<30%). This double pattern, also observed in other medical fields, suggests that age, or more specifically, seniority, may play some role in the gender composition of cancer researchers. Examining the pattern of collaboration, an interesting finding was observed: the articles signed by a woman in the first or in the last position roughly showed gender parity in the byline. We found also some differences in the content of the articles depending on which gender occupies the first and last positions of the authorships

Motivational Principles and Personalisation Needs for Geo-Crowdsourced Intangible Cultural Heritage Mobile Applications

Whether it’s for altruistic reasons, personal gains, or third party’s interests, users are influenced by different kinds of motivations when making use of mobile geo-crowdsourcing applications (geoCAs). These reasons, extrinsic and/or intrinsic, must be factored in when evaluating the use intention of these applications and how effective they are. A functional geoCA, particularly if designed for Volunteered Geographic Information (VGI), is the one that persuades and engages its users, by accounting for their diversity of needs across a period of time. This paper explores a number of proven and novel motivational factors destined for the preservation and collection of Intangible Cultural Heritage (ICH) through geoCAs. By providing an overview of personalisation research and digital behaviour interventions for geo-crowdsoured ICH, the paper examines the most relevant usability and trigger factors for different crowd users, supported by a range of technology-based principles. In addition, we present the case of StoryBee, a mobile geoCA designed for “crafting stories” by collecting and sharing users’ generated content based on their location and favourite places. We conclude with an open-ended discussion about the ongoing challenges and opportunities arising from the deployment of geoCAs for ICH

Using Twitter in an Indigenous language: An analysis of te reo Māori tweets

Language revitalization theory suggests that one way to improve the health of a language is to increase the number of domains where the language is used. Social network platforms provide a variety of domains where indigenous- language communities are able to communicate in their own languages. Although the capability exists, is social networking being used by indigenous- language communities? This paper reports on one particular social networking platform, Twitter, by using two separate methodologies. First, Twitter statistics collated from the Indigenous Tweets website are analysed. The data show that languages such as Basque, Haitian Creole, Welsh, Irish Gaelic, Frisian and Kapampangan do have a presence in the “Twittersphere”. Further analysis for te reo Māori (the Māori language) shows that tweets in te reo Māori are rising and peak when certain events occur. The second methodology involved gathering empirical data by tweeting in te reo Māori. This served two purposes: it allowed an ancillary check on the validity of the Indigenous Tweets data and it allowed the opportunity to determine if the number of indigenous- language tweets could be influenced by the actions of one tweeter

Models of SEND: the impact of political and economic influences on policy and provision

The content and direction of policy can be impacted upon by broader political and economic influences that are of central concern to the government in office. With regard to education, the concepts of inclusion and SEND are at the forefront of professional pedagogy and provision. These concepts, although well-established educational practices, may be impacted by these influences. This article has two aims. Firstly, it will identify and critically evaluate potential factors that may have an impact upon the implementation of these concepts. This analysis will focus on the effects of national and international financial instability, the standards agenda and the use of attainment data. The second aim is to critically examine existing and new models of SEND and evaluate how they may be affected by broader political and economic influences and thus reflect current political values. This article will also present a table that summarises each model of SEND and the political and economic influences that may impact upon them. A conclusion is drawn that the potential to achieve inclusive educational practice is affected, not by the models of SEND impacting upon policy and practice, but by political and economic influences acting at both national and international levels.Key words: inclusion, special educational needs, disabilities, medical model, social model, biopsychosocial model, state influenced market model, financial crisis mode

Reflective teaching, inclusive teaching and the teacher's tasks in the inclusive classroom:a literary investigation

This article has three aims: to continue the process of giving credence to reflective teaching, which is integral to effective teaching and learning; to make explicit the connections between reflective teaching and inclusive teaching; and to identify key tasks for teachers in the inclusive classroom. Relevant articles were selected for inclusion in this review by searching online databases for key words and phrases. Findings reveal that the following features of reflective teaching connect with and are fundamental to inclusive teaching: giving careful consideration or thought; questioning personal assumptions, values, and beliefs; taking initiatives; using intuition; taking part in development and change; and the use of journalling. Teachers' tasks in the inclusive classroom include giving careful consideration to what is to be taught and how it is to be taught (rather than who is to learn); considering the learning needs of all students (not just those with additional needs); questioning beliefs and rejecting deterministic and associated ideas; reflecting on the classroom situation; constantly seeking out and trying new things to support all learners; discussing new initiatives with colleagues in order to receive feedback; examining, framing and attempting to solve dilemmas of the classroom; using journals to track students' learning; and taking responsibility for their own professional growth and understanding