Journal articles on the topic 'St. Therese Residential School'

The Indian residential school system is a part of Canada’s dark and ‘hidden’ history. Despite the Indian Residential Schools Settlement Agreement being reached in 2006, the Truth and Reconciliation Commission of Canada (TRC) publishing its final report in 2015, and the further discovery of unmarked graves at former school sites in 2022, many Canadians are still unaware of the atrocities of residential schools and the continued mistreatment of Indigenous peoples throughout what is now known as Canada. This essay explores Fort Albany Residential School, also known as St. Anne’s, in Fort Albany, ON. Using Department of Indian Affairs school files, accessed through the National Centre for Truth and Reconciliation (NCTR), and testimonies by survivors to the TRC, this essay will argue that St. Anne’s was an unsanitary and dangerous environment for Indigenous children because of inadequate funding, overcrowding and malnourishment, and the use of brutal discipline which caused some students to risk their lives in attempt to escape such horrors.

Even though the St. Louis Board of Education established the first high school for blacks west of the Mississippi River, the first facility was substandard. As the black population of St. Louis grew and encroached upon the white residential areas, it became necessary to provide additional school facilities for black enrollment. On several occasions, school officials reluctantly resorted to the conversion of school buildings from white to black use. During the decades of the 1930s, 1940s, and early 1950s, the St. Louis Public Schools district experienced a tremendous increase in the black student population. School conversions were prompted by civil protests and demands by the black community. The conversion (from white to black) of a school building’s use, in some instances, tended to elicit the ire of the affected white parents.

Disaster preparedness is a measure in which individuals or groups developed plans, allocated resources, and established procedures for implementing the program in case of emergency. Alarming cases of maritime disasters have occurred in the Philippines in the past years. These incidents have created damage to property and loss of lives. They have placed the credibility of maritime officers and the maritime industry in question. These cause a catastrophic impact on the environment as well as on marine life. Hence, the paper describes the level of awareness and extent of the practice of disaster risk preparedness of maritime students of St. Therese MTC Colleges, School Year 2019-2020 at Iloilo City. Likewise, it explores the awareness and extent practices of maritime students. Moreover, it determines the correlation among awareness and extent practices on disaster risk preparedness of maritime students.

The present study employs a geospatial analytical approach to studying the evenness-clustering and isolation-exposure dimensions of segregation in the context of the St. Louis, Missouri, metropolitan region. In contrast to global indicators of segregation, this approach focuses on the evenness and isolation dimensions at the local level to visualize how they interact across neighborhoods. While not traditionally thought of as a method for theory testing, geographic information systems (GIS) can contribute to the validation process by displaying how constructs interact when applied in an actual geographic context. We examined separately the segregation dimension of racial evenness-exposure and its intersection with Black isolation and poverty isolation. The study used data from 446 census tracts that represent 65 St. Louis area school districts. When visualizing segregation dimensions through spatial mapping, it becomes apparent that communities that appear diverse may have neighborhoods where individuals or groups remain isolated.

On the topic of conceptions and practices of education one would have to recognize the formation of Roman Catholic diocesan clergy as unique. This paper looks at the historical development of Catholic residential seminaries since the Council of Trent, focusing specifically on North America and finally on anglophone Ontario in Canada. It describes the effect of the French School of Spirituality in the 17th century and later ultramontanism in the 19th century on seminary formation. In the final sections, the paper looks at the creation of St. Peter’s seminary in London, Canada – the first English-speaking, Roman Catholic residential seminary in the country. It argues that prior to Vatican II it had all the same characteristics of a so-called “clerical culture” as other residential seminaries created in the style of the French school and later impacted by Rome’s ultramontane agenda. Although Vatican II in the 1960’s reformed some element of seminary formation, the conclusion argues that there’s still work to be done.

Education for tribal communities has become one of the prime focuses which is taken into account as an integral a part of socio-economic development of Schedule Tribes in Asian country. Within the recent years, there has been some improvement in providing the education for the tribal communities. The implementation of Government Tribal Residential Schools has an important role to play in raising literacy rate. With regard to the literacy rate of the tribes in Tamil Nadu is 54.34 percent. As 83.08 per cent of the tribal survives in hilly/rural areas and 16.91 per cent of them live in urban (town) areas. (2011 Census). The status of Education in Tamil Nadu for Scheduled Tribe is worser than other states of the country. Tamil Nadu is ranked third compared to all over literacy rate. In case of ST (41.53%) still it is lower than the general sections(73.57%) of the society. The socio-economic backwardness, lack of good education facility and asymmetrical structure of the society are the reasons for being lower caste of ST. The objective of the study is to understand the impact of the Tribal residential school, set up within the tribal area of Jawadhi a hilly area in the District Tiruvannamalai. And also, the challenges faced by the students in the school. Data was collected through Interview and observation. This study intends to evaluate the Tribal Residential School with the objective to find whether the design of programme is appropriate to meet the stated objectives, whether there is any impact in decreasing the dropout rates of STs. Moreover, it will also reveal about the efficacy with which the mechanism of education promotion is pending in the process of implementation and the need for the efficient mechanism to develop it for the empowerment of tribes. The main objective of residential schools for Scheduled Tribes (STs) students is to provide quality education to tribal students. The study suggests, to follow the guidelines that indicate the organizational structure, Manpower and Educational expertise for the Tribal welfare Department. All these tribal residential school should have separate budget plan for infrastructure, recurring, non-recurring expenditure every year and it should be included in the annual work plan & budget.

Introduction. Fine dust puts human health at risk in populated areas. The research is focused on dust particles on the leaves of apricot trees (Prúnus armeníaca) in the residential area of the Central Akhtuba district of the Volgograd region (the area of single family houses and low rise townhouses) and in the public area (the area of public amenities) located in close proximity to construction and development enterprises, machine builders, etc. as compared to the dispersion composition of dust on the leaves of apricot trees (Prúnus armeníaca) in the territory occupied by rural housing communities in the conditionally clean zone (the benchmark zone) in absence of any man-induced loadings coming from industrial facilities (Oroshenets gardeners’ non-commercial partnership, Volgograd, Soviet district). The goal of the research is to study the dispersion composition of dust and to identify fine dust PM2.5 and PM10 using plant monitoring systems in the residential area. The objectives include the sampling of dust particles from plant leaves, dust analysis, and identification of areas exposed to ecological risks. Materials and methods. The leaves of apricot trees (Prúnus armeníaca), growing in residential and public areas of the Central Akhtuba district of the Volgograd region and in the territory of Oroshenets gardeners’ non-commercial partnership, Volgograd, Soviet district (the conditionally clean benchmark zone) represent the study material. Methods of research include leaf wash into the beaker full of distilled water, suspension filtration using AFA-VP analytical filter, filtrate production and natural drying at the temperature not exceeding 30–40 °C, and placement of the dried filtrate on the slide of an optical microscope. The distribution of dust particles was performed pursuant to State Standard of Russia 56929-2016. Results. The co-authors have identified the zones exposed to ecological risks in residential and public areas of the Central Akhtuba district of the Volgograd region (Bolnichnaya st., residential houses in Nechayeva, Omskaya streets, a kindergarten in Kavkazskaya st.: PM2.5, PM10) and safe residential areas (a boarding school in Vorovskogo st.: PM10 — 20 μm and 20–40 μm). Conclusions. Further studies of residential and public areas of the Central Akhtuba district of the Volgograd region are to be performed to identify the chemical composition of dust particles and the source of fine dust polluting the air and to develop a roadmap of environmental actions.

AbstractObjectiveTo examine neighbourhood food environments, adolescent nutrition and weight status.DesignCross-sectional, observational study.SettingMinneapolis/St. Paul metropolitan region, Minnesota, USA.SubjectsA total of 349 adolescents were recruited to the study. Participants completed 24 h dietary recalls and had their weight and height measured. They also reported demographic information and other diet-related behaviours. Geographic Information Systems were used to examine the availability and proximity of food outlets, particularly those captured within the 800, 1600 and/or 3000 m network buffers around participants’ homes and schools.ResultsAdjusting for gender, age and socio-economic status, adolescents’ sugar-sweetened beverage intake was associated with residential proximity to restaurants (including fast food), convenience stores, grocery stores and other retail facilities within the 800 and/or 1600 m residential buffers (P ≤ 0·01). BMI Z-score and percentage body fat were positively associated with the presence of a convenience store within a 1600 m buffer. Other individual-level factors, such as energy, fruit and vegetable intake, as well as convenience store and fast food purchasing, were not significantly associated with features of the residential neighbourhood food environment in adjusted models. In addition, school neighbourhood environments yielded few associations with adolescent outcomes.ConclusionsMany factors are likely to have an important role in influencing adolescent dietary intake and weight status. Interventions aimed at increasing neighbourhood access to healthy foods, as well as other approaches, are needed.

Abstract Neglected in the many studies of Dallas, Bishop Thomas K. Gorman and Catholic religious orders that staffed schools and churches in the Diocese of Dallas led the way in desegregation and achieved peaceful change ahead of secular institutions. Gorman and religious orders formulated, supported, and implemented desegregation policies without fanfare or publicity that might divide Catholics and arouse segregationist opposition from within and/or outside the Church's ranks. Black Catholics were far from quiescent and made important contributions to secular desegregation. In September 1955, two African American Catholics enrolled in Jesuit High, a boys’ school, making it the only desegregated school in Dallas. George Allen, the father of one of the boys, subsequently worked behind the scenes to negotiate desegregation of the city's buses and other public accommodations. Another African American lay Catholic, Clarence A. Laws, organized and led civil rights protests in the city as the National Association for the Advancement of Colored People's Southwest regional director. White sisters also contributed to racial change. Even before the US Supreme Court ruled public school segregation unconstitutional in Brown v. Board of Education in May 1954, the Sisters of St. Mary of Namur, without publicity, admitted African Americans to a white girls’ school, Our Lady of Victory, in Fort Worth, making it the first desegregated school in the city. However, residential segregation and white flight limited integration of Catholic schools and churches, and Catholic school desegregation largely involved the closure of black schools.

This article sketches three cases of institutional child abuse in different historical contexts and places—St. Michael’s Residential School in Alert Bay (Canada), Parramatta Girls’ Home in Sydney (Australia), and the Closed Juvenile Detention Center in Torgau (German Democratic Republic). I propose Katharina Rutschky’s concept of “dark pedagogy” to analyze the striking similarities in the methods and justification of treatment of children, in the experiences that survivors describe, and in the nature of commemoration. This concept can help us see how the extremes of violence and the techniques of control in “care” facilities that were common across the profiled cases are immersed in similar norms governing the social roles of children and adults. My core argument is that institutional child abuse—because of its systemic nature, its embeddedness in the modernist project, and the resulting stigmas—has lead to similar challenges and practices in confronting and memorializing these histories.

Background: To investigate the prevalence of meeting the 24-h movement guidelines and its sociodemographic correlates in youth from low- and middle-income families (LMIFs) in Nanjing, China. Methods: Cross-sectional data on moderate to vigorous physical activity (MVPA), screen time (ST), and sleep (SLP) were collected using the Chinese version of Health Behavior School-Aged Children questionnaire among grade schoolchildren of 4th–12th (mean age 13.6 years). The prevalence of meeting the 24-h movement guidelines was in line with the recommendations of the Canadian 24-h movement guidelines. Generalized linear models were used to explore the relationships of correlates with the prevalence of meeting the movement guidelines. Results: The prevalence of meeting the MVPA, ST, and SLP guidelines and their combination was 9.9%, 65.2%, 37.2%, and 2.9%, respectively. As for the prevalence of meeting the MVPA guidelines, boys, younger schoolchildren, and those living in urban areas had a higher chance of meeting them. With regards to the prevalence of meeting the ST guidelines, girls, urban schoolchildren, and the oldest participants were more likely to meet the guidelines. Residential areas and grades were two correlates of meeting the SLP guidelines as well as 24-h movement guidelines. Conclusions: The majority of schoolchildren from LMIFs in Nanjing, China had unhealthy movement behaviors. This concerning situation was mainly predicted by schoolchildren’s grades, indicating older schoolchildren exhibited lower levels of movement behavior. Improved studies are encouraged to identify the correlates of movement behaviors in schoolchildren, which in turn designs and implements effective interventions.

Creating a comfortable living environment in St. Petersburg, taking into account the preservation of the valuable characteristics of historical buildings and the consistent development of the Leningrad architectural school, is one of the most important tasks that is currently being addressed. The result of a systematic approach to the formation of the structure of the new development of Leningrad was the creation of a complex of urban ensembles, based on the principles of architecture of the early 20th century and the traditions of St. Petersburg architecture, which combined peripheral areas with the center. Therefore, it is relevant to study the architectural and spatial features of the formation of the urban environment of Leningrad in the pre-war decade, primarily in the context of the synthesis of the use of techniques in accordance with the needs of the workers of the world's first proletarian state and the preservation of the successive nature of the ensemble development of new urban planning solutions. The object of the study is the ensemble of Traktornaya Street. (architects A. Gegello, A. Nikolsky, G. Simonov, 1925-1927) The methodological basis of the study is: historical and urban planning analysis, including the study of historical documents (maps), design decisions, generalization and evaluation of the results obtained. As a result of the study, the authors come to the conclusion that the architectural and spatial methods of formation and means of organizing an ensemble in the peripheral areas of the working outskirts (on the example of Traktornaya Street) demonstrate the creative method of architects of the 1920-1930s, as a synthesis of the latest experience in designing residential quarters for workers in the capitalist countries of the West, St. Petersburg-Leningrad, the requirements of a man of a new proletarian state, the urban context and the preservation of the traditions of St. Petersburg architecture

Summary Background Approximately one fifth of school-aged children spend a significant portion of their year at residential summer camp, and a growing number have chronic medical conditions. Camp health records are essential for safe, efficient care and for transitions between camp and home providers, yet little research exists regarding these systems. Objective To survey residential summer camps for children to determine how camps create, store, and use camper health records. To raise awareness in the informatics community of the issues experienced by health providers working in a special pediatric care setting. Methods We designed a web-based electronic survey concerning medical recordkeeping and healthcare practices at summer camps. 953 camps accredited by the American Camp Association received the survey. Responses were consolidated and evaluated for trends and conclusions. Results Of 953 camps contacted, 298 (31%) responded to the survey. Among respondents, 49.3% stated that there was no computer available at the health center, and 14.8% of camps stated that there was not any computer available to health staff at all. 41.1% of camps stated that internet access was not available. The most common complaints concerning recordkeeping practices were time burden, adequate completion, and consistency. Conclusions Summer camps in the United States make efforts to appropriately document healthcare given to campers, but inconsistency and inefficiency may be barriers to staff productivity, staff satisfaction, and quality of care. Survey responses suggest that the current methods used by camps to document healthcare cause limitations in consistency, efficiency, and communications between providers, camp staff, and parents. As of 2012, survey respondents articulated need for a standard software to document summer camp healthcare practices that accounts for camp-specific needs. Improvement may be achieved if documentation software offers the networking capability, simplicity, pediatrics-specific features, and avoidance of technical jargon. Citation: Kaufman L, Holland J, Weinberg S, Rosenbloom ST. Medical record keeping in the summer camp setting.

The trends in Palanga architecture of the second half of the 19th – first half of the 20th century are represented in the National Cultural Heritage List by 10 villas, 14 residential houses, two hotels (Kurhauses of Nemirseta and Palanga), a pharmacy, a spa building, a ship rescue station and a bus station. But such heritage objects reflect the stages in the town development only partially. If the cultural heritage list of Palanga town is treated as a coherent and continuous collection reflecting different stages in architecture and culture of this town (as it should be), it would be relevant to add a few more samples of the mid and second half of the 20th century architecture to the list. Taking into consideration the presence of exclusive Soviet period architectural objects on the list (made according to recommendations of different professional and social communities), and recommendations of the list founders, the following two educational institutions realized less than 50 years ago that these may as well be enrolled as examples of specific historic period and acknowledged artistic style or trend, and as most progressive and/or artistic architectural solutions of the time, to be protected for public information and use purposes: the music school designed by architect I. Likšienė,1981, (Maironio St.8; see Fig. 1) and former Pioneers’ Palace designed by I. Likšienė and G. P. Likša,1985, (now the elementary school, at the address Virbališkės Takas 4; see Fig. 2). These buildings are distinctive examples of contemporary architecture development. At present managed by the local municipality, they are in good physical state, with retained initial qualities of space and volume structure, use of materials, environment and purpose. In the category of accommodation buildings the following may be marked out: the early architectural design works by A. Lėckas, namely, the Žilvinas hotel (Kęstučio St. 34; see Fig. 4, a.), designed and implemented in 1968 as a rest house for 45 guests (21 apartment) on commission of the Council of Ministers of the Soviet Socialist Republic of Lithuania and the Žilvinėlis apartment building for 24 guests implemented in 1970 (Birutės al. 44; see Fig. 4, b.). These objects still owned by the state have been prepared for privatization. Before privatization it is suggested to enroll them on the Cultural Heritage List, identify their valuable qualities, character and level of significance and perform any other required procedures. It is also recommended to make agreements for protection of cultural heritage objects with the new owners of such buildings. The initial protection is also needed for the Rąžė book shop and café building (Vytauto St.84; see Fig. 5) designed by R. V. Kraniauskas in 1967 and considered mature in the artistic sense. The building has retained its small scale, which is characteristic for the resort town, and thus enriches the spatial perspective of the street. Considering its physical shape, functional and aesthetical qualities and the use character, it is also highly recommended to grant the heritage protection status to the administration building Komprojektas (Gintaro St.30,30A; see Fig. 6) designed by G. P. and I. Likša in 1988. The collection of Palanga architecture may also be enriched by the conserved pavilions of the summer reading hall of the National Martynas Mažvydas Library (Vytauto St.72, (1968); see Fig. 7) and Kupeta (S.Daukanto/ S.Dariaus and S.Girėno St., (1969); see Fig. 8) designed by architect A. Čepys; an example of the original concrete plastics, the coffee shop Banga (J. Basanavičius St. 2; see Fig. 10) designed by G. J. Telksnys in 1976–77 and realized in 1979. The present shape and use character of these buildings cause serious threat to their preservation. There is little probability that within the context of the on-going reconstructions traditional acts for enrollment on the heritage list could somehow contribute to the conservation of values of the Vanagupė resort center, the laureate (1984) of prestigious prize by the USSR Council of Ministers (architects A. Lėckas, S. Šarkinas and L. Merkinas; see Fig. 3); the resthouse Guboja implemented only partially in 1976 (in Šventoji, Jūros St 65A., architect. R. Buivydas); resthouse Auska (presently, hotel, Vytauto St.11; architect J. Šipalis, 1977); and the resthouse Šiaulių Tauras (Vytauto St.116, architect G. P. Likša,1983). Nevertheless, the identified architectural, urban, landscape and engineering values of objects and analyzed possible forms for their conservation (ex-situ and in-situ) could become a basis for scientific study of contemporary architecture and urban planning in Palanga resort. Based on their design material, the initial concepts of such objects should be identified and their present as well planned for the future transformations should be analyzed. Such study to be presented publicly (for example, on the National Cultural Heritage List database) could ensure conditions for better understanding of past and present values of the objects, for both, specialists and public at large, and be a highly valuable source of information describing the architecture of the time to be used for information, scientific and professional purposes. Such study may also become a stimulus for preparation of complex regeneration design projects of objects and landscapes, which would comprise the conservation and development needs and add new artistic values. Santrauka Dėl pakitusių politinių, ekonominių ir kultūrinių sąlygų XX a. II pusės architektūros ir urbanistikos kūriniai dažnai nebeatitinka šiandienos naudotojų poreikių ir keliamų reikalavimų. Todėl apleidžiami, griaunami ar reikšmingai kinta. Dėl to ryškėja iniciatyvos siūlyti į KVR įtraukti kuo daugiau šio laikmečio kūrinių. Tačiau XX a. IX dešimtmetyje kultūros paminklais tapę naujosios architektūros kūriniai dėl neraiškios saugojimo strategijos, žmogiškųjų ir finansinių išteklių tvarkybai stokos vis tiek nyksta. Todėl kyla abejonių ar registro plėtra bus veiksminga. Straipsnyje Palangos miesto pavyzdžiu nagrinėjamos galimybės sudaryti vėlyvojo modernizmo architektūros kolekciją. Manoma, kad sistemingas kultūriškai vertingų architektūros objektų rinkinys formuojamas apjungiant skirtingus saugojimo metodus gali paskatinti atsakingas institucijas, vietos ir profesines bendruomenes susitelkti atsakingam architektūros paveldo puoselėjimo ir tvaraus naudojimo procesui.

In the article the features of creativity of the Kharkov architect A.N. Beketov were considered, who had graduated from the Imperial Academy of Arts in St. Petersburg (with a Big Golden Medal, 1888). The very first of his works gave the new development of the central streets and squares of Kharkiv (in enlarged, really capital scale). He came to work in Kharkov at his own request, and in 1889 he won a competition for the project of Commercial School building, which was realised. In the 1890-s and the 1910-s, A.N. Beketov supervised his own design bureau, which dealt not only with the design, but with the organization of construction works. In 1894, for a library project for one and a half million volumes, he received the title of academician of architecture. In accordance with the obtained education, A.N. Beketov freely operated with forms of various historical styles and because this he was a typical for his time architect- eclecticist. In total, A.N. Beketov built more than 40 public and residential buildings in Kharkov and about 60 in other cities of the Russian Empire and in the USSR. The main buildings on Beketov's projects in Kharkov are concentrated in the area between Pushkinskaya and Sumskaya streets. Particularly interesting are the buildings of mansions, built on his projects, including three of his own. He designed public buildings in Neo-Renaissance, «Beaux-Arts» and Neoclassicism styles, and his projects of the mansions had more diverse stylistic solutions, taking into account their perception in the urban environment and the relations with surrounding buildings adjacent areas. On the street of Myrrhbearers was formed an interesting kind of ensemble of Beketov's mansions, which are now usedas the professional clubs and the central city's art museum.

The period of the first half of the nineteenth century is characterized by a significant number of the pedagogical education projects development, which can be divided into two main groups: the author’s (M. Demkov, V. Ivanovsky, G. Kollontay, M. Pirogov, М. Troitsky, K. Ushinsky, T.Chacky, etc.) and official (authorized by the Ministry of Public Education). Among them are the projects of Pedagogical Institute in the "Prior Rules of Public Education" (1803), the General Regulations of the Russian Imperial Universities in 1804 and 1835, the Pedagogical Courses Principles (1860, 1865); the draft of the Teaching Institute Regulations (1862) and a number of others. It`s considered that author's approaches significantly influenced the content of the official group and even served as their basis.The analysis of the projects content is allowed to group them into two divisions. The first is the projects of educational institutions for the primary school teachers training (teachers' seminary, teacher's institutes), and the second one is educational institutions for the secondary school teachers training (pedagogical faculties, pedagogical institutes, pedagogical courses, pedagogical seminaries). At the same time, the first projects were planned as an independent, exclusively closed educational institutions of the residential type. Their curricula had to provide the detailed learning of the primary schools disciplines and the teaching methods. A compulsory condition for the existence of the second group was their opening on the basis of universities, which according to the authors of the projects had to provide a broad compulsory education and special training for advanced teaching. The dominant for university teaching institutions was the viewpoint of their open type, which is slightly allowed to reduce the cost of teacher training, providing teacher applicants with scholarships rather than complete public funds.The common requirement for both types of projects was the requirement for compulsory in-depth pedagogical training, which, as a rule, reflected the need to follow the principle of theoretical pedagogical courses unity (pedagogy, didactics, knowledge about upbringing, history of pedagogical currents, etc.) and pedagogical training.Thereby the pedagogical institute on this basis was opened in the structure of the University of St. Volodymyr in Kyiv in 1834. Having passed the difficult historical path, today is known in the world educational space by a large-scale innovative activity as National Pedagogical Dragomanov University, it is still the custodian of the university pedagogical institute idea of the 1830s, traditions of teacher training.

Within the largely rural OR Tambo District Municipality (ORTDM), a significant number of community members continue to experience victimization annually. Crime continues to be a persistent issue for both individuals and society at large, with no resolution or justice achieved in its wake. The prevalence of crime in society significantly impacts individuals' behavior, residential choices, and decisions regarding their social activities, including the selection of locations and timing. Typically, individuals tend to experience an increase in fear of becoming a victim of crime, rather than a decrease. This article is characterized by its qualitative approach and use non-probability sampling methodologies. The study aimed to investigate the involvement of traditional leaders in safeguarding women, children, and the elderly from being victimized within the ORTDM community, encompassing the local municipalities of KSD, Ingquza Hill, Mhlontlo, Nyandeni, and Port St. Johns. The primary objective of this discussion paper was to ascertain the specific categories of criminal activities occurring within the territories governed by traditional leaders. This study further demonstrates the significance of examining rural crime and uncovers obstacles that hinder crime prevention in the ORDM. Fifty-eight traditional leaders were interviewed as crucial informants and custodians of the customs of different groups. Traditional leaders, research participants, and community members shared accounts of rape and murder during Imbizos. These incidents involved school-going youngsters and older individuals, including those as old as 95 years. A number of individuals in the neighborhood had paralysis, while others were deprived of their retirement benefits. Traditional leaders argue that, despite this circumstance, the criminal justice system does not give priority to the rights of the victims. The findings together indicate that traditional leaders are involved in the creation, implementation, and monitoring of crime prevention strategies. Nevertheless, the absence of financial support from the government hinders the implementation of crime prevention activities within its jurisdiction. The analysis confirms that crime prevention is an enduring objective. Investing in traditional leaders has the potential to enhance the overall societal well-being.

Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua & Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the government-supported initiatives concluded that the majority of these initiatives have been driven not by educational frameworks or research-based evidence but by the tablet hype. The goal of this study is to provide research-based evidence by investigating if the learning experience for grade-three learners with interactive technology improves knowledge and skills in reading comprehension compared to learning in the traditional chalk and talk environment. Background: Prior studies provided limited evidence based mainly on data from developed countries about the influence of the use of interactive technology on reading comprehension at lower grade school level. Methodology: Employing a mixed-method case study research approach, this study aims to investigate the effects of integrating interactive technology in reading comprehension and examine the perspectives of students. This case study employed a sample of 30 public school third-grade students located in a relatively poor residential area in St Catherine, Jamaica as well as the two classroom teachers. Thirty students were divided into two groups – an experimental group, which included 16 participants and a control group, which included 14 participants. The intervention program was carried out over a period of eight weeks. Contribution: This study has provided (a) additional data to show evidence for the effectiveness of interactive technology in reading comprehension and (b)research based evidence for the distribution of computer devices to students in the K-12 schooling sectors. Findings: We found empirical support for the positive effects of technology-based approaches for addressing reading comprehension and vocabulary skills. Our results were based on the pre-test and post-test assessments. Additional data was collected using a survey questionnaire which was given to the students before and after the intervention. The change from pretest to posttest was significantly different between the two groups as measured by the Mann Whitney U test. Recommendations for Practitioners: The empirical support for the effects of technology-based approaches for addressing reading comprehension and vocabulary skills identified in this study will assist teachers with strategies and programs that should improve students’ motivation as well as their grades. Recommendation for Researchers: For future studies, we recommend focusing on a longer intervention period and using a larger sample size that would likely yield more definitive and generalizable results.

The Church of St. Stephan, in this paper, belonged to a medieval residential complex above the confluence of the River Piva and the River Tara, in the extreme northeast of the present-day Republic of Montenegro. The central part of the complex consisted of Soko-grad, a castle with the court of the prominent, aristocratic, Kosaca family, which, at the end of the 14th century, right until the Turkish conquests in the sixties and seventies of the 15th century, ruled the regions later known as Hercegovina. At the foot of the castle, on Scepan polje, is the suburb with the Church of St. Stephan the endowment of the grand duke, Sandalj Hranic (+1345). At the foot of the northern slope, beneath the castle, in the area of Zagradja, is another church erected by the grand duke's successor, Herzeg Stefan Vukcic Kosaca (+1465). After the Turkish conquest, the complex of the Soko castle with its suburb was destroyed and the churches became deserted and were never renewed. The ruins of St. Stephan were discovered, investigated and then conserved from 1971-973, however, the results of this research have not been published until now. In reviewing the results obtained in the course of the archaeological excavations, it is possible, in a considerable measure, to comprehend the position and former appearance of the Church of St. Stephan and establish roughly, the time when it came into being. This was the largest church erected in the regions governed by the powerful, Kosaca noble family, during the 15th century. The total length of the church exceeded 25 metres and its width was approximately ten metres. In the preserved body of the construction, of which the remaining walls rise to a height of four metres one may see three basic stages of building. A narthex was later erected beside the church, and subsequently a small parakklesion was added, on the northern side. The original church had a single nave, a cruciform base and a gently, horseshoe-shaped apsis, facing east, flanked by rectangular choirs. The interior of the church, with two pairs of small pilasters, was articulated in three bays of almost equal dimensions. The altar, encompassing the apsis and the eastern bay, was separated from the naos by a constructed altar partition-wall, the essential appearance of which can be assumed on the basis of whatever was found. The entire surface of the constructed iconostasis was covered with frescoes. The floor of the naos was a step lower than the floor of the altar. Flooring made of mortar, like in the altar area also existed in the choirs. As opposed to these spaces, in the central and western bays, the floor was made of large, hewn stone slabs. The finds discovered in the debris, offered an abundance of data about the upper, now collapsed, structures of the church, and about the stonemasonry that decorated this building. The church did not have a dome but all three bays were topped by a single vault of carved calcareous stone, reinforced by two arches, resting on the pilasters. We may assume that the roof structure was of the Gothic type, and ribbed at the base. Above the choirs were lower semi-spherical vaults, perpendicular in relation to the longitudinal axis of the church. They were covered by gabled roofs that ended in triangular frontons on the northern and southern fa?ade, like the main vault on the eastern side above the altar apsis. The roof of the church was made of lead. A belfry, of unique construction, existed on the western side of the original church. It stood about one meter in front of the western wall and was linked by a vaulted passage to the main body of the building. All these parts were structurally inter-connected, indicating that they were built at the same time. The position and appearance of the original church windows can almost certainly be determined according to the preserved traces on the remaining sections of the walls, and the finds of the relevant stonemasonry. In the interior of the naos, along the southern wall of the western bay was the grave of the donor of the church of St. Stephan, Grand Duke Sandalj Hranic. This was the traditional position where the donor was buried, according to the custom or rather, the rule that had been practiced for centuries in the countries of the Byzantine Orthodox Christian world, and particularly in the Serbian lands. The duke's grave, marked by a stele in the form of a massive low coffin on a pedestal, was prepared while the church was being built given that it would have been impossible to install this large monolith that weighed approximately 2.5 tons in the church, later. Generally speaking, the donor's grave in the church of St. Stephan, is eloquent testimony of the donor's aspirations and beliefs. Besides the undoubtedly local feature of a funerary monument in the form of a stele, all its other characteristics emulate earlier models from the region of the Serbian lands. In front of the original church, at a later stage, which apparently followed soon after, a spacious narthex with a rectangular base was added on. Pylons of the belfry substructure were fitted into its eastern wall, which seems to have made that wall much thicker than the other walls of the narthex. This later erected narthex was not vaulted, which we concluded after analysing the preserved walls and the finds in the debris. Apparently, it had a flat ceiling construction, supported by massive beams that rested on consoles along the length of the northern and southern walls. The side entrances when the narthex was built were of the same dimensions as its western portal. However later, before installing the stone doorposts, both these entrances were narrowed down on their western, lateral sides, while the southern portal, in a later phase, was completely walled up. In the course of exploration, no reliable data was discovered regarding the position of the windows in the narthex. One can only assume that monophoric windows existed on the lateral walls, one or two on each side, similar to the monophores in the western bay. Apart from the narthex, another, later construction was observed next to the original church. On its northern side, along the western bay and the lateral side of the choir, a parakklesion, that is, a small funerary chapel was added on, in the middle of which a large stele once stood, of which now only fragments exist. The entire interior of the church of St. Stephan was deco-rated with frescoes. Rather small fragments of the wall painting were discovered in the debris, not only of the original church but also of the narthex, as well as of the northern funerary chapel. It was observed that they were all of the same quality, painted on mortar of a uniform texture which suggests that all the painting was done as soon as the additional buildings were finished. On the discovered fragments, one can recognise the dark blue back-ground of the former compositions, and the borders painted in cynober. On several fragments, there were preserved sections of or whole letters from Serbian Cyrillic texts. On several fragments that may have originated from the aureoles or parts of robes, traces of gold leaf were visible, which would indicate the splendour and representativeness of the frescoes that decorated the endowment of the grand duke, Sandalj Hranic. With the shape of the foundation of a single-nave church, divided into three bays and with rectangular choir spaces, the church of St. Stephan continued the tradition of the early Rascia school of Serbian architecture (13th beginning of 14th century), which represented a significant novelty at the time when it appeared. In Serbia, in the last decades of the 14th and the beginning of the 15th century, the predominant plan of the churches, the triconche, was based on the Holy Mount models. The decision by the donor, the grand duke Sandalj, to give his endowment the features of the earlier, Rascia heritage, in the times when the Serbian territories had been broken up and were exposed to pressure from external enemies, undoubtedly had a deeper significance. By relying on the earlier tradition, which is also reflected in the dedication of the church to St. Stephan, the patron saint of the state and of the Nemanjic dynasty, the donor expressed the aspiration to consolidate his authority more firmly in the regions that had previously formed part of the Serbian state. By erecting an endowment, and a funerary church that he wished to be his eternal resting-place, Sandalj was also demonstrating that he ranked among his predecessors, the Serbian rulers and nobility. One can see this from the choice of the traditional burial position, along the southern wall of the western bay, as well as from the tomb he had prepared for himself during his lifetime. Apart from the basic idea and plan of the church based on the Rascia tradition, the features of its architecture also exhibit other influences. Of crucial importance here was the choice of builders, who undoubtedly came from the coastal area, which is reflected both in the structural solutions, as well as in the decorative stonework. However, local master-craftsman undoubtedly took part in this achievement. One can see this particularly when observing the stonework which, besides some admittedly rather rare, better-carved pieces, consists of a great deal of carving by less experienced artisans. The assumptions about the origin of the architecture and the builders are substantiated by observing the preserved traces of the frescoes, which show that the decoration of St. Stephan's and the adjacent narthex was also entrusted to one of the coastal painters. Perhaps it was the well-known Dubrovnik painter Dzivan Ugrinovic, who is known to have been commissioned by the grand duke Sandalj in 1429. There is no direct or reliable record of the date when the endowment of the grand duke Sandalj Hranic or its later annexes were built. The stylistic analysis of the stonework makes it possible only roughly to attribute it to the first half of the 15th century. The year 1435 provides a slightly narrower span of time, which is the time of Sandalj's funeral, when it would appear that the church of St. Stephan was already finished. The data mentioned earlier regarding the engagement of builders from Dubrovnik and the possible later decoration, enables us to date it more exactly. Therefore, we may assume that the church itself was erected before the end of the second decade of the 15Lj century. The additional construction of the narthex may have followed soon after the completion of the church itself, as indicated by the stylistically uniform stonework. If we accept the possibility that the church was decorated at the end of the third decade of the 15S century, and that this was finished both in the church and the narthex at the same time the year 1429 would be the terminus ante quem for the completion of the additional construction. The Kosaca endowment, erected beside the Soko castle, offers new evidence about this prominent, noble or ruling family, and particularly about their religious affiliation. Historians, almost as a rule consider the Kosaca family to have been Bogumils, or people whose religious convictions were not particularly firm. Such views were based on the fact that Sandalj Hranic, the grand duke of Rusaga Bosanskog (of the Bosnian kingdom) and his successor, the duke and subsequently the herzeg, Stefan Vukcic, were tolerant towards the Bogumils and were often surrounded by people who upheld such religious beliefs, which was the political reality of the times in which they lived and functioned. On the other hand, the enemies of the Kosaca family made use of this to depict them to the Western and Eastern Christians as heretics, which was not without consequences. The distorted view of their religious conviction not only accompanied them during their lifetime but persists even today, not only in historiography but in present-day politics, as well, particularly after the recent wars in ex-Yugoslavia. The origin of the Kosaca family is connected with the region of the Upper Drina, that is to say, the region that had always been a part of the Nemanjic state, where there were no Bogumils, nor could there be. As owners of part of what had always been the Serbian lands, which went to Bosnia after the tragic division between Ban Tvrtko and Prince Lazar, the consequences of which are still felt today, the Kosaca very soon became independent rulers of this territory, forming a specific territory that later came to be known as Herzegovina. Another element that also bears weight in this respect is the fact that, in contrast to central Bosnia where the Bogumil heresy was influential, the population in the Kosaca lands was Orthodox Christian, with a certain number of Catholics in the western parts. The fact that the regions they ruled were nominally within the Bosnian kingdom, where the ruling class were predominantly Bogumils for a long time did not have any fundamental bearing on their religious affiliation. Significant records have been preserved of their unconcealed Orthodox Christian orientation. Without going into the details of this complex circle of problems, which requires a separate study, especially after the more recent discoveries and facts that have come to light, we shall dwell only on some facts. During the rule of Grand Duke Sandalj and his successor, Herzeg Stefan, which lasted almost seventy years, a whole series of Orthodox Christian churches were erected. During the first half of the 15th century, a kind of renaissance of the Rascia school of architecture came about in this area. In the words of V.J. Djuric, the endowments of the Kosaca family 'are different from the average buildings of their time by virtue of their size sometimes the unusual solutions, and the great beauty of form and proportions'. The wealth of the family and the continual relations with aitists from the southern Adriatic coastal cities imbued their architecture with buoyancy and significance. The western stylistic features of the churches of the Kosaca, and the Gothic language of the stonemasons, reveal the centres where these master craftsmen had learned their trade. With the erection of the endowment in the 'ruling seat' beneath Mt. Soko and the churches intended as their final resting-places, the Kosaca distinguished themselves as the last continuers of the Nemanjic tradition of earlier centuries, in the time that preceded the final Turkish conquest of the Serbian lands. The memory of their work is preserved in the church of St. Stephan and the nearby church at Zagradja, as well as in the rains of the Soko castle, which still lies waiting to be researched.

The cognitive specificity of social pedagogy is its interest in the issues related to social conditionings of human development and, respectively, the specific social conditionings of the upbringing process. The notion has been developed in various directions since the very beginning of the discipline, yet the most clearly visible area seems to be the functioning of individuals, families and broader environment. Simultaneously, it is possible to observe that the issues have been entangled in certain socio-political conditions, the knowledge of which is substantial for the reconstruction and identification of the research heritage of social pedagogy. All these interrelationships allowed to distinguish particular stages of development of social pedagogy. Contemporarily, it is a discipline with descent scientific achievements which marks out and indicates new perspectives both in the field of educational practice and the theory of social activity. Social pedagogy, similarly to other areas (subdisciplines) of pedagogy, deals with the notion of upbringing in a certain aspect – in a certain problem inclination. It specializes in social and environmental conditionings of the upbringing process. It is the thread of the social context of upbringing what proves to be the crucial, basic and fundamental determinant of upbringing and, thus, decisive factor for human development. This notion was always present in the general pedagogical thought however, its organized and rationalized character surfaced only when the social pedagogy was distinguished as a separate, systematic area of pedagogy. It occurred in Poland only at the beginning of the 19th century. From the very beginning the creators and precursors of this subdiscipline pointed out its relatively wide range. It has been the notion of individual – social conditionings of human development, yet, social pedagogists were interested in human at every stage of their lives i.e. childhood, adolescence, adulthood and old age. Another area of interest were the issues related to family as the most important “place” of human development and, in this respect, the issues connected with institutions undertaking various activities: help, care, support and animation. Finally, the scope of interest included issues related to the environment as the place where the upbringing process is supposed to realize and realizes. Since the very beginning of social pedagogy these have been the prominent threads for exploration. At the same time it ought to be stated that these threads have always been interwoven with various social-political conditions both with regards to their interpretation as well as possible and planned educational practice. Therefore social pedagogy and its findings must be always “read” in the context of social-political conditions which accompanied the creation of a given thought or realization of some educational practice. As these conditions have constantly been undergoing certain transformations one may clearly distinguish particular stages of development of social pedagogy. The stages reflect various approaches to exploring and describing the above-mentioned areas of this discipline. Following the assumptions regarding the chronology of social pedagogy development and the three distinguished stages of development, it seems worthwhile to study how the issues related to an individual, family and environment were shaped at these stages. The first stage when the social psychology was arising was mainly the time of Helena Radlińska’s activities as well as less popular and already forgotten Polish pedagogists – precursors of this discipline such as: Anna Chmielewska, Irena Jurgielewiczowa, Zofia Gulińska or Maria Korytowska. In that period social pedagogists mainly dealt with individuals, families and the functioning of environments in the context of educational activities aimed at arousing national identity and consciousness. However, their work did no focus on indicating the layers of threats and deficits in functioning of individuals, social groups or families but on the possibilities to stimulate their development and cultural life. Therefore social pedagogy of those times was not as strongly related to social work as it currently is but dealt mainly with educational work. The classic example of such approach in the research carried out in the social pedagogy of that time may be the early works by Helena Radlińska who undertook the narrow field of cultural-educational work targeted to all categories of people. The works described such issues as the organization of libraries, organizing extra-school education (H. Orsza, 1922, H. Orsza-Radlińska, 1925). It ought to be stated that this kind of work was regarded as public and educational work, whereas currently it exists under the name of social work. Frequently quoted works related to the issues of arising social pedagogy were also the works by Eustachy Nowicki e.g. “Extra-school education and its social-educational role in the contemporary Polish life” from 1923 or the works by Stefania Sempołowska, Jerzy Grodecki or Jadwiga Dziubińska. Such an approach and tendencies are clearly visible in a book from 1913 (a book which has been regarded by some pedagogists as the first synthetic presentation of social pedagogy). It is a group work entitled “Educational work – its tasks, methods and organization” (T. Bobrowski, Z. Daszyńska-Golińska, J. Dziubińska, Z. Gargasa, M. Heilperna, Z. Kruszewska, L. Krzywicki, M. Orsetti, H. Orsza, St. Posner, M. Stępkowski, T. Szydłowski, Wł. Weychert-Szymanowska, 1913). The problem of indicated and undertaken research areas and hence, the topics of works realized by the social pedagogists of that times changed immediately after regaining independence and before World War II. It was the time when the area of social pedagogists interests started to include the issues of social inequality, poverty and, subsequently, the possibility of helping (with regards to the practical character of social pedagogy). The research works undertaken by social pedagogists were clearly of diagnostic, practical and praxeological character. They were aimed at seeking the causes of these phenomena with simultaneous identification and exploration of certain environmental factors as their sources. A classic example of such a paper – created before the war – under the editorial management of H. Radlińska was the work entitled “Social causes of school successes and failures” from 1937 (H. Radlińska, 1937). Well known are also the pre-war works written by the students of H. Radlińska which revealed diagnostic character such as: “The harm of a child” by Maria Korytowska (1937) or “A child of Polish countryside” edited by M. Librachowa and published in Warsaw in 1934 (M. Librachowa, 1934). Worthwhile are also the works by Czesław Wroczyński from 1935 entitled “Care of an unmarried mother and struggle against abandoning infants in Warsaw” or the research papers by E. Hryniewicz, J. Ryngmanowa and J. Czarnecka which touched upon the problem of neglected urban and rural families and the situation of an urban and rural child – frequently an orphaned child. As it may be inferred, the issues of poverty, inefficient families, single-parent families remain current and valid also after the World War II. These phenomena where nothing but an outcome of various war events and became the main point of interest for researchers. Example works created in the circle of social pedagogists and dealing with these issues may be two books written in the closest scientific environment of Helena Radlińska – with her immense editorial impact. They are “Orphanage – scope and compensation” (H. Radlińska, J. Wojtyniak, 1964) and “Foster families in Łódź” (A. Majewska, 1948), both published immediately after the war. Following the chronological approach I adopted, the next years mark the beginning of a relative stagnation in the research undertaken in the field of social pedagogy. Especially the 50’s – the years of notably strong political indoctrination and the Marxist ideological offensive which involved building the so called socialist educational society – by definition free from socio-educational problems in public life. The creation and conduction of research in this period was also hindered due to organizational and institutional reasons. The effect of the mentioned policy was also the liquidation of the majority of social sciences including research facilities – institutes, departments and units. An interesting and characteristic description of the situation may be the statement given by Professor J. Auletner who described the period from the perspective of development of social policy and said that: “During the Stalinist years scientific cultivation of social policy was factually forbidden”. During the period of real socialism it becomes truly difficult to explore the science of social policy. The name became mainly the synonym of the current activity of the state and a manifestation of struggles aimed at maintaining the existing status quo. The state authorities clearly wanted to subdue the science of social activities of the state […]. During the real socialism neither the freedom for scientific criticism of the reality nor the freedom of research in the field of social sciences existed. It was impossible (yet deliberated) to carry out a review of poverty and other drastic social issues” (J. Auletner, 2000). The situation changes at the beginning of the 60’s (which marks the second stage of development of social pedagogy) when certain socio-political transformations – on the one hand abandoning the limitation of the Stalinist period (1953 – the death of Stalin and political thaw), on the other – reinforcement of the idea of socialist education in social sciences lead to resuming environmental research. It was simultaneously the period of revival of Polish social pedagogy with regards to its institutional dimension as well as its ideological self-determination (M. Cichosz, 2006, 2014). The issues of individuals, families and environments was at that time explored with regards to the functioning of educational environments and in the context of exploring the environmental conditionings of the upbringing process. Typical examples here may be the research by Helena Izdebska entitled “The functioning of a family and childcare tasks” (H. Izdebska, 1967) and “The causes of conflicts in a family” (H. Izdebska, 1975) or research conducted by Anna Przecławska on adolescents and their participation in culture: “Book, youth and cultural transformations” (A. Przecławska, 1967) or e.g. “Cultural diversity of adolescents against upbringing problems” (A. Przecławska, 1976). A very frequent notion undertaken at that time and remaining within the scope of the indicated areas were the issues connected with organization and use of free time. This may be observed through research by T. Wujek: “Homework and active leisure of a student” (T. Wujek, 1969). Another frequently explored area was the problem of looking after children mainly in the papers by Albin Kelm or Marian Balcerek. It is worthwhile that the research on individuals, families or environments were carried out as part of the current pedagogical concepts of that time like: parallel education, permanent education, lifelong learning or the education of adults, whereas, the places indicated as the areas of human social functioning in which the environmental education took place were: family, school, housing estate, workplace, social associations. It may be inferred that from a certain (ideological) perspective at that time we witnessed a kind of modeling of social reality as, on the one hand particular areas were diagnosed, on the other – a desired (expected) model was built (designed) (with respect to the pragmatic function of practical pedagogy). A group work entitled “Upbringing and environment” edited by B. Passini and T. Pilch (B. Passini, T. Pilch, 1979) published in 1979 was a perfect illustration of these research areas. It ought to be stated that in those years a certain model of social diagnosis proper for undertaken social-pedagogical research was reinforced (M. Deptuła, 2005). Example paper could be the work by I. Lepalczyk and J. Badura entitled: “Elements of pedagogical diagnostics” (I. Lepalczyk, J. Badura, 1987). Finally, the social turning point in the 80’s and 90’s brought new approaches to the research on individuals, families and environments which may be considered as the beginning of the third stage of the development of social pedagogy. Breaking off the idea of socialist education meant abandoning the specific approach to research on the educational environment previously carried out within a holistic system of socio-educational influences (A. Przecławska, w. Theiss, 1995). The issues which dominated in the 90’s and still dominate in social pedagogy with regards to the functioning of individuals, families and local environments have been the issues connected with social welfare and security as well as education of adults. Research papers related to such approach may be the work by Józefa Brągiel: “Upbringing in a single-parent family” from 1990; the work edited by Zofia Brańka “The subjects of care and upbringing” from 2002 or a previous paper written in 1998 by the same author in collaboration with Mirosław Szymański “Aggression and violence in modern world” published in 1999 as well as the work by Danuta Marzec “Childcare at the time of social transformations” from 1999 or numerous works by St. Kawula, A. Janke. Also a growing interest in social welfare and social work is visible in the papers by J. Brągiel and P. Sikora “Social work, multiplicity of perspectives, family – multiculturalism – education” from 2004, E. Kanwicz and A. Olubiński: “Social activity in social welfare at the threshold of 21st century” from 2004 or numerous works on this topic created by the circles gathered around the Social Pedagogy Faculty in Łódź under the management of E. Marynowicz-Hetka. Current researchers also undertake the issues related to childhood (B. Smolińska-Theiss, 2014, B. Matyjas, 2014) and the conditionings of the lives of seniors (A. Baranowska, E. Kościńska, 2013). Ultimately, among the presented, yet not exclusive, research areas related to particular activities undertaken in human life environment (individuals, families) and fulfilled within the field of caregiving, social welfare, adult education, socio-cultural animation or health education one may distinguish the following notions:  the functioning of extra-school education institutions, most frequently caregiving or providing help such as: orphanage, residential home, dormitory, community centre but also facilities aimed at animating culture like youth cultural centres, cultural centres, clubs etc.,  the functioning of school, the realization of its functions (especially educational care), fulfilling and conditioning roles of student/teacher, the functioning of peer groups, collaboration with other institutions,  the functioning (social conditionings) of family including various forms of families e.g. full families, single-parent families, separated families, families at risk (unemployment) and their functioning in the context of other institutions e.g. school,  social pathologies, the issues of violence and aggression, youth subcultures,  participation in culture, leisure time, the role of media,  the functioning of the seniors – animation of activities in this field,  various dimensions of social welfare, support, providing help, the conditionings of functioning of such jobs as the social welfare worker, culture animator, voluntary work. It might be concluded that the issues connected with individuals, families and environment have been the centre of interest of social pedagogy since the very beginning of this discipline. These were the planes on which social pedagogists most often identified and described social life – from the perspective of human participation. On the course of describing the lives of individuals, families and broader educational environments social pedagogists figured out and elaborated on particular methods and ways of diagnosing social life. Is it possible to determine any regularities or tendencies in this respect? Unquestionably, at the initial stage of existence of this discipline, aimed at stimulating national consciousness and subsequent popularization of cultural achievements through certain activities – social and educational work, social pedagogists built certain models of these undertakings which were focused on stimulating particular social activity and conscious participation in social life. The issues concerning social diagnosis, though not as significant as during other stages, served these purposes and hence were, to a certain extent, ideologically engaged. The situation changed significantly before and shortly after the World War II. Facing particular conditions of social life – increase in many unfavourable phenomena, social pedagogists attempted to diagnose and describe them. It seems to have been the period of clear shaping and consolidation of the accepted model of empirical research in this respect. The model was widely accepted as dominating and has been developed in Polish social pedagogy during the second and subsequent stages of developing of this discipline. Practical and praxeological character of social pedagogy became the main direction of this development. Consequently, social diagnosis realized and undertaken with regard to social pedagogy was associated with the idea of a holistic system of education and extra-school educational influences and related educational environments. Therefore, the more and more clearly emphasized goal of environmental research – forecasting, was associated with the idea of building holistic, uniform educational impacts. After the systemic transformation which occurred in Poland in the 90’s, i.e. the third stage of social pedagogy development, abandoning the previous ideological solutions, environmental research including diagnosis was reassociated with social life problems mainly regarding social welfare and security. Individuals, families and environment have been and still seem to be the subject of research in the field of social pedagogy in Poland. These research areas are structurally bound with its acquired paradigm – of a science describing transformations of social life and formulating a directive of practical conduct regarding these transformations. A question arouses about the development of social pedagogy as the one which charts the direction of transformations of practices within the undertaken research areas. If it may be considered as such, then it would be worthwhile to enquire about the directions of the accepted theoretical acknowledgments. On the one hand we may observe a relatively long tradition of specifically elaborated and developed concepts, on the other – there are still new challenges ahead. Observing the previous and current development of Polish social pedagogy it may be inferred that its achievements are not overextensive with regards to the described and acquired theoretical deliberations. Nevertheless, from the very beginning, it has generated certain, specific theoretical solutions attempting to describe and explain particular areas of social reality. Especially noteworthy is the first period of the existence of this discipline, the period of such social pedagogists like i.a. J.W. Dawid, A. Szycówna, I. Moszczeńska or Helena Radlińska. The variety of the reflections with typically philosophical background undertaken in their works (e.g. E. Abramowski) is stunning. Equally involving is the second stage of development of social pedagogy i.e. shortly after the World War II, when Polish social pedagogy did not fully break with the heritage of previous philosophical reflections (A. Kamiński, R. Wroczyński) yet was developed in the Marxist current. A question arouses whether the area of education and the projects of its functioning of that time were also specific with regards to theory (it seems to be the problem of the whole Socialist pedagogy realised in Poland at that time). The following years of development of this discipline, especially at the turn of 80’s and 90’s was the period of various social ideas existing in social pedagogy – the influences of various concepts and theories in this field. The extent to which they were creatively adapted and included in the current of specific interpretations still requires detailed analysis, yet remains clearly visible. Another important area is the field of confronting the theories with the existing and undertaken solutions in the world pedagogy. A. Radziewicz-Winnicki refers to the views of the representatives of European and world social thought: P. Bourdieu, U. Beck, J. Baudrillard, Z. Bauman and M. Foucault, and tries to identify possible connections and relationships between these ideas and social pedagogy: “the ideas undertaken by the mentioned sociologists undoubtedly account for a significant source of inspiration for practical reflection within social pedagogy. Therefore, it is worthwhile to suggest certain propositions of their application in the field of the mentioned subdiscipline of pedagogy” (Radziewicz-Winnicki 2008). The contemporary social pedagogy in Poland constantly faces numerous challenges. W. Theiss analysed the contemporary social pedagogy with regards to its deficiencies but also the challenges imposed by globalisation and wrote: “Modern social pedagogy focuses mainly on the narrow empirical research and narrow practical activity and neglects research in the field of theory functioning separately from the realms of the global (or globalising) world or pays insufficient attention to these problems. It leads to a certain self-marginalisation of our discipline which leaves us beyond the current of main socio-educational problems of modern times. In this respect, it seems worthwhile and necessary to carry out intensive conceptual and research work focused on e.g. the following issues:  metatheory of social pedagogy and its relationship with modern trends in social sciences;  the concepts of human and the world, the concepts of the hierarchy of values;  the theory of upbringing, the theory of socialization, the theory of educational environment;  a conceptual key of the modern reality; new terms and new meanings of classical concepts;  socio-educational activities with direct and indirect macro range e.g. balanced development and its programmes, global school, intercultural education, inclusive education, professional education of emigrants”. Considering the currently undertaken research in this field and the accepted theoretical perspectives it is possible to indicate specific and elaborated concepts. They fluctuate around structural spheres of social pedagogy on the axis: human – environment – environmental transformations. It accounts for an ontological sphere of the acknowledged concepts and theories. Below, I am enumerating the concepts which are most commonly discussed in social pedagogy with regards to the acquired and accepted model. Currently discussed theoretical perspectives (contexts) in social pedagogy and the concepts within. I. The context of social personal relationships  social participation, social presence;  social communication, interaction;  reciprocity. II. The context of social activities (the organization of environment)  institutionalisation;  modernization;  urbanization. III. The context of environment  space;  place;  locality. The socially conditioned process of human development is a process which constantly undergoes transformations. The pedagogical description of this process ought to include these transformations also at the stage of formulating directives of practical activities – the educational practice. It is a big challenge for social pedagogy to simultaneously do not undergo limitations imposed by current social policy and response to real social needs. It has been and remains a very important task for social pedagogy.

Anaemia is one of the major public health problems worldwide and is associated with morbidity and mortality. Anaemic adolescent girls are at high risk of having physical and cognitive functional disorders. According to the WHO global database, anaemia affects 46% of school children globally. Because of health and socioeconomic problems, the prevalence of anaemia is higher in developing countries than in developed ones with 50% in Africa where children, adolescent girls and pregnant women are the most vulnerable groups to anaemia. In Rwanda, there is little national data on anaemia and its likely causes amongst adolescent girls. This study aimed to assess the extent of anaemia and associated risk factors among adolescent girls aged between 10-19 years old attending St Therese Clinic located in Eastern province of Rwanda. A cross sectional study design was conducted at St Therese Clinic and included 231 adolescent girls aged between 10-19 years old who were conveniently selected from the consented participants. The hemocue apparatus which uses a modified azide-methaemoglobin reaction was used to measure Haemoglobin (Hb) level in the whole blood. Pre-tested structured questionnaires were used to collect data on anticipated risk factors. The prevalence of anaemia was found to be 29% among adolescents girls. Among 67 anaemic girls (29%), 45 girls (19.47%) had mild anaemia while 18 girls (7.79%) had moderate anaemia and 4 grils (1.73%) had severe anaemia. It was found that malaria, menarche, educational status of their parents and meal intake frequency are significantly associated with anaemia, p value <0.05. Anaemia is highly prevalent in adolescent girls. Thus, policy makers has to prevent and control anaemia in this particular vulnerable group through but not limited to Iron/folic acid supplement, malaria eradication and promoting nutrition education programme targeting adolescent girls and their mothers, heads of primary and secondary schools mainly on the utilisation of easily available and affordable iron rich diet.

During the 1940s and 1950s the classrooms at St. Martin's (Wabasca) and St. Bruno's (Joussard) residential schools for First Nations' children in northern Alberta were staffed by the Sisters of Charity of Providence, a religious community that specialized in caring for the sick and elderly. In this essay the effectiveness of the sisters as teachers is examined in the context of a missionary/reformatory model of schooling that was rapidly falling into disfavour. A picture emerges of a hard-working group of women whose lack of education and teacher training hampered their ability to meet the needs of their students.

Abstract In early 2021, a Canadian investigation revealed the discovery of over a thousand grave sites of indigenous children on the grounds of Indian residential schools across Canada. These discoveries prompted US Secretary of the Interior Deb Haaland to announce a similar investigation into the ongoing legacy and intergenerational impact of federally sponsored Indian boarding schools in the United States. In addition to documenting the legacy of abuse, neglect and dominance of indigenous peoples, we believe that such reflection upon the impact of Indian boarding schools should also include the justifications that were used to promote the government policy of compelling indigenous children to leave family, tribe, customs and even language behind to be acculturated in remote boarding schools far from home or reservation. For while in hindsight these policies can be both deplored and regretted, they were not crafted in a philosophical vacuum. Specifically, it might come as a surprise to scholars today that Hegelian thought actually featured in the support and promotion of such policies. We propose to tell at least part of this story, by focusing on the leading American Hegelian of the time, William Torrey Harris, who—as director of the famed Concord School of Philosophy and also longtime US Commissioner of Education—was highly influential in both philosophical and educational circles. In that latter capacity, Harris penned a defence of the boarding school system, which drew upon broadly Hegelian ideas and language. So while we have elsewhere defended and lauded Harris and the St Louis Hegelians for their contributions to American philosophy and democratic educational thought, here is one respect in which this influence has not stood up well to the test of time.

High flora biodiversity provides many functions, both ecological, economic, social, aesthetic and security. People's preference for a variety of local fruits can increase their motivation to plant and maintain various fruit-producing plants, and manage biodiversity in general. The problem agreed by the Team and the two partners was, the low knowledge of students about the diversity of local fruits and their benefits, on the other hand the students were accustomed to consuming imported fruit. In the long run, it can have implications for the lack of preference for local fruits, as well as the low appreciation for the existence of local fruit-producing plants. The solution offered is to introduce local fruits, local fruit-producing trees, their benefits for health and for the environment. Environmental education is needed to prepare the community with knowledge and skills; preparing them to understand environmental problems, motivating to act, and equipping with skills and abilities to solve or prevent certain environmental problems. It is expected that the student group of INPRES elementary school and St. Catholic elementary school Agustinus Warembungan (main targets) and the teachers and students involved (additional targets) gained knowledge about the diversity of local fruits and their benefits and were able to plant and maintain local fruit-producing trees in the school and residential areas. PKM was held in Warembungan Village, Pineleng District, Minahasa Regency, North Sulawesi Province for six (6) months. The program is carried out in the following activities. 1) Preparation of the program with partners. 2) Preparation of teaching modules and teaching aids introducing discussion, as well as preparation of demonstration tools and materials and student practice. 3) Implementation of extension activities in the form of discussion and demonstration with active learner involvement (direct experience). 4) Compilation of reports and writing articles for scientific publication. Keywords: biodiversity management, environmental education, flora diversity, local fruit

Introduction: Area Deprivation Index (ADI), a proxy measure for neighbourhood socioeconomic context, is informative for prioritizing limited resources in improving health outcomes. With emerging therapeutic options to improve cardiometabolic health among individuals with morbid obesity, whether available measures, such as ADI, for integrated health systems can identify this subpopulation at risk is unknown. Methods: This cross-sectional study analyzed data from 865,995 adult patients in the Houston Methodist Outpatient Learning Health System Registry between June 1 st , 2016 and July 20 th , 2021. Using University of Wisconsin-Madison School of Medicine’s ADI dataset, each patient was assigned an ADI rank according to the census block group of their geocoded residential address. BMI was calculated based on recorded height and weight. Patients with non-geocoded addresses (n=9 855), missing and abnormal BMI values (n=107 037) were excluded. Multinomial logistic regression models were used to examine the association between ADI and morbid obesity (BMI≥40 kg/m 2 ). Results: A total of 751,174 adults with an ADI ranking were included in the analysis. Overall, the prevalence of morbid obesity was 6.9% (n=51,609). The age-adjusted prevalence of morbid obesity increased across worsening neighborhood deprivation in overall population and across racial/ethnic subgroups (Figure 1). Each ADI rank increase in neighborhood disadvantage was associated with an unadjusted odds ratio (OR) of 1.022 (95% CI, 1.022-1.023) for morbid obesity compared to normal weight. After adjusting for age, sex and race/ethnicity, we found a statistically significant association of worst vs least level of neighborhood deprivation with patients with morbid obesity compared to normal weight (aOR, 3.75; 95% CI, 3.60-3.89). Conclusion: The study highlights utility of census-based measures to identify patients living in socioeconomically deprived areas for comprehensive morbid obesity management strategies.

Objective: The present study is based on a novel approach of validated breath-holding technique and efficiency of SpO2 in the adverse COVID-19 outcomes and comparison with normal subjects. Methods: It is a prospective observational study conducted in residential/private nursing colleges, St. Luke’s School and College of Nursing and Smt. Vijaya Luke’s College of Nursing, Visakhapatnam during the period July 2021. Fifty-three student nurses affected with mild COVID-19, 35 student nurses affected with moderate COVID-19, aged 18–23 years were enrolled after taking thorough history about COVID-19 that is after 2 months of complete recovery. They were classified based on the symptom history in which the subjects without symptoms or mild symptoms were taken as mildly affected, whereas subjects with severe symptoms with mild fluctuations in SpO2 who didn’t require hospitalization were classified as moderately affected. The study included 109 normal control cases who are never affected with COVID-19 viral infection. In all the subjects, the oxygen saturation was measured using pulse oxymeter and their Breath holding times were also measured using standard protocols. Results: The mean value of BHT was significantly reduced from normal 16.7339±3.4 to 12.8571±5.1 (p<0.05) in moderate cases. When oxygen saturation levels were compared before and after the breath holding in normal, mild and moderate cases the results were significant. However, when the oxygen saturation levels were compared between normal and mild COVID-19 cases the values were insignificant (p=0.4) and at the same time when the oxygen saturation levels were compared between normal and moderate COVID-19 cases the values were significant (p=0.0001). Conclusion: According to the findings, breath-holding does not need greater energy expenditure or cardiac output, and it eliminates walking and the related contamination of bystanders as occurring with pulse oximeter. Breath holding time is a determinant of respiratory capacity, when used as parameter helps in assessing the progression of lung injury, it gives an idea about respiratory fitness especially in this COVID era. Breath holding time and fluctuations in SpO2 when used conjointly we can assess degree of lung damage so that further treatment such as the continuity of medication, practicing of breathing exercises with or without medical treatment can be planned. This simple non-invasive tool can be used for the self-assessment of improvement in post-Covid patients. Future validation studies validate this hypothesis, measurement of these basic, innovative surrogates requires minimum inventory (i.e., a means to record oximetry and a timing device) and could feasibly provide a useful way to evaluate risks of future deterioration under under-resourced conditions.

Today, Philippine society is confronted by different types of social problems that require solidarity with the poor, marginalized groups, and nature. In this regard, what can Filipino theologians do to address these challenges? Carlito “Karl” Gaspar, in thinking theologically, proposes to rediscover the precolonial Filipino spirituality to address the social issues. For Gaspar, precolonial Filipino spirituality is a transformative-oriented spirituality and inherently Maka-Diyos, Maka-Tao, Makakalikasan (For God, People, Nature). Gaspar argues that reclaiming the roots of our connection with precolonial spirituality could lead us towards developing solidarity with the poor, with marginalized groups, and with nature. Analyzing Gaspar’s The Masses Are Messiah: Contemplating the Filipino Soul (2010) as resource dissipation, this paper is an invitation to explore precolonial Filipino spirituality as a source to transform power structures. The paper is divided into five parts: First, the paper gives a brief introduction to the life and work of Karl Gaspar. Second, the paper offers an overview of Gaspar’s book, The Masses Are Messiah. Third, the paper discusses Gaspar’s transformative spirituality. Lastly, the paper advances the precolonial Filipino spirituality as a potential source for a holistic model of Filipino spirituality, especially for Filipino Pentecostal spirituality. Therefore, Filipino Pentecostal spirituality becomes meaningful, useful, and relevant in the Philippine context. References “Black Nazarene statue draws 800,000 Philippine Catholics to procession in Manila,” South China Morning Post, January 9, 2019. https://www.scmp.com/news/asia/southeast-asia/article/2181294/black-nazarene-statue-draws-800000-philippine-catholics. 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When historian Graeme Davison famously declared that “Australia was born urban and quickly grew suburban” (98), he was clearly referring to Melbourne or Sydney, but certainly not Brisbane. Although the Brisbane of 2011 might resemble a contemporary, thriving metropolis, its genealogy is not an urban one. For most of its history, as Gillian Whitlock has noted, Brisbane was “a place where urban industrial society is kept at bay” (80). What distinguishes Brisbane from Australia’s larger southern capital cities is its rapid morphology into a city from a provincial, suburban, town. Indeed it is Brisbane’s distinctive regionalism, with its sub-tropical climate, offering a steamy, fecund backdrop to narratives of the city that has produced a plethora of writing in literary accounts of the city, from author David Malouf through to contemporary writers such as Andrew McGahan, John Birmingham, Venero Armanno, Susan Johnson, and Nick Earls. Brisbane’s lack of urban tradition makes its transformation unique among Australian cities. Its rapid population growth and urban development have changed the way that many people now live in the city. Unlike the larger cities of Sydney or Melbourne, whose inner cities were established on the Victorian model of terrace-row housing on small lots, Brisbane’s early planners eschewed this approach. So, one of the features that gives the city its distinction is the languorous suburban quality of its inner-city areas, where many house blocks are the size of the suburban quarter-acre block, all within coo-ee of the city centre. Other allotments are medium to small in size, and, until recently, housed single dwellings of varying sizes and grandeur. Add to this a sub-tropical climate in which ‘green and growth’ is abundant and the pretty but flimsy timber vernacular housing, and it’s easy to imagine that you might be many kilometres from a major metropolitan centre as you walk around Brisbane’s inner city areas. It is partly this feature that prompted demographer Bernard Salt to declare Brisbane “Australia’s most suburban city” (Salt 5). Prior to urban renewal in the early 1990s, Brisbane was a low-density town with very few apartment blocks; most people lived in standalone houses.From the inception of the first Urban Renewal program in 1992, a joint initiative of the Federal government’s Building Better Cities Program and managed by the Brisbane City Council (BCC), Brisbane’s urban development has undergone significant change. In particular, the city’s Central Business District (CBD) and inner city have experienced intense development and densification with a sharp rise in medium- to high-density apartment dwellings to accommodate the city’s swelling population. Population growth has added to the demand for increased density, and from the period 1995–2006 Brisbane was Australia’s fastest growing city (ABS).Today, parts of Brisbane’s inner city resembles the density of the larger cities of Melbourne and Sydney. Apartment blocks have mushroomed along the riverfront and throughout inner and middle ring suburbs. Brisbane’s population has enthusiastically embraced apartment living, with “empty nesters” leaving their suburban family homes for the city, and apartments have become the affordable option for renters and first home purchasers. A significant increase in urban amenities such as large-scale parklands and river side boardwalks, and a growth in service industries such as cafes, restaurants and bars—a feature of cities the world over—have contributed to the appeal of the city and the changing way that people live in Brisbane.Urbanism demands specific techniques of living—life is different in medium- to high-density dwellings, in populous places, where people live in close proximity to one another. In many ways it’s the antithesis to suburban life, a way of living that, as Davison notes, was established around an ethos of privacy, health, and seclusion and is exemplified in the gated communities seen in the suburbs today. The suburbs are characterised by generosity of space and land, and developed as a refuge and escape from the city, a legacy of the nineteenth-century industrial city’s connection with overcrowding, disease, and disorder. Suburban living flourished in Australia from the eighteenth century and Davison notes how, when Governor Phillip drew up the first town plan for Sydney in 1789, it embodied the aspirations of “decency, good order, health and domestic privacy,” which lie at the heart of suburban ideals (100).The health and moral impetus underpinning the establishment of suburban life—that is, to remove people from overcrowding and the unhygienic conditions of slums—for Davison meant that the suburban ethos was based on a “logic of avoidance” (110). Attempting to banish anything deemed dangerous and offensive, the suburbs were seen to offer a more natural, orderly, and healthy environment. A virtuous and happy life required plenty of room—thus, a garden and the expectation of privacy was paramount.The suburbs as a site of lived experience and cultural meaning is significant for understanding the shift from suburban living to the adoption of medium- to high-density inner-city living in Brisbane. I suggest that the ways in which this shift is captured discursively, particularly in promotional material, are indicative of the suburbs' stronghold on the collective imagination. Reinforcing this perception of Brisbane as a suburban city is a history of literary narratives that have cast Brisbane in ways that set it apart from other Australian cities, and that are to do with its non-urban characteristics. Imaginative and symbolic discourses of place have real and material consequences (Lefebvre), as advertisers are only too well aware. Discursively, city life has been imagined oppositionally from life in the suburbs: the two sites embody different cultural meanings and values. In Australia, the suburbs are frequently a site of derision and satire, characterized as bastions of conformity and materialism (Horne), offering little of value in contrast to the city’s many enchantments and diverse pleasures. In the well-established tradition of satire, “suburban bashing is replete in literature, film and popular culture” (Felton et al xx). From Barry Humphries’s characterisation of Dame Edna Everage, housewife superstar, who first appeared in the 1960s, to the recent television comedy series Kath and Kim, suburbia and its inhabitants are represented as dull-witted, obsessed with trivia, and unworldly. This article does not intend to rehearse the tradition of suburban lampooning; rather, it seeks to illustrate how ideas about suburban living are hard held and how the suburban ethos maintains its grip, particularly in relation to notions of privacy and peace, despite the celebratory discourse around the emerging forms of urbanism in Brisbane.As Brisbane morphed rapidly from a provincial, suburban town to a metropolis throughout the 1990s and early 2000s, a set of metropolitan discourses developed in the local media that presented new ways of inhabiting and imagining the city and offered new affiliations and identifications with the city. In establishing Brisbane’s distinction as a city, marketing material relied heavily on the opposition between the city and the suburbs, implying that urban vitality and diversity rules triumphant over the suburbs’ apparent dullness and homogeneity. In a billboard advertisement for apartments in the urban renewal area of Newstead (2004), images of architectural renderings of the apartments were anchored by the words—“Urban living NOT suburban”—leaving little room for doubt. It is not the design qualities of the apartments or the building itself being promoted here, but a way of life that alludes to utopian ideas of urban life, of enchantment with the city, and implies, with the heavy emphasis of “NOT suburban,” the inferiority of suburban living.The cultural commodification of the late twentieth- and twenty-first-century city has been well documented (Evans; Dear; Zukin; Harvey) and its symbolic value as a commodity is expressed in marketing literature via familiar metropolitan tropes that are frequently amorphous and international. The malleability of such images makes them easily transportable and transposable, and they provided a useful stockpile for promoting a city such as Brisbane that lacked its own urban resources with which to construct a new identity. In the early days of urban renewal, the iconic images and references to powerhouse cities such as New York, London, and even Venice were heavily relied upon. In the latter example, an advertisement promoting Brisbane appeared in the Sydney Morning Herald colour magazine (May 2005). This advertisement represented Brisbane as an antipodean Venice, showing a large reach of the Brisbane river replete with gondolas flanked by the city’s only nineteenth-century riverside building, the Custom’s House. The allusion to traditional European culture is a departure from the usual tropes of “fun and sun” associated with promotions of Queensland, including Brisbane, while the new approach to promoting Brisbane is cognizant of the value of culture in the symbolic and economic hierarchy of the contemporary city. Perhaps equally, the advertisement could be read as ironic, a postmodern self-parodying statement about the city in general. In a nod to the centrality of the spectacle, the advertisement might be a salute to idea of the city as theme park, a pleasure playground and a collective fantasy of escape. Nonetheless, either interpretation presents Brisbane as somewhere else.In other promotional literature for apartment dwellings, suburban living maintains its imaginative grip, evident in a brochure advertising Petrie Point apartments in Brisbane’s urban renewal area of inner-city New Farm (2000). In the brochure, the promise of peace and calm—ideals that have their basis in suburban living—are imposed and promoted as a feature of inner-city living. Paradoxically, while suggesting that a wholesale evacuation and rejection of suburban life is occurring presumably because it is dull, the brochure simultaneously upholds the values of suburbia:Discerning baby boomers and generation X’ers who prefer lounging over latte rather than mowing the quarter acre block, are abandoning suburban living in droves. Instead, hankering after a more cosmopolitan lifestyle without the mind numbing drive to work, they are retreating to the residential mecca, the inner city, for chic shops and a lively dining, arts and theatre culture. (my italics)In the above extract, the rhetoric used to promote and uphold the virtues of a cosmopolitan inner-city life is sabotaged by a language that in many respects capitulates to the ideals of suburban living, and evokes the health and retreat ethos of suburbia. “Lounging” over lattes and “retreating to a residential mecca”[i] allude to precisely the type of suburban living the brochure purports to eschew. Privacy, relaxation, and health is a discourse and, more importantly, a way of living that is in many ways anathema to life in the city. It is a dream-wish that those features most valued about suburban life, can and should somehow be transplanted to the city. In its promotion of urban amenity, the brochure draws upon a somewhat bourgeois collection of cultural amenities and activities such as a (presumably traditional) arts and theatre culture, “lively dining,” and “chic” shops. The appeal to “discerning baby boomers and generation X’ers” has more than a whiff of status and class, an appeal that disavows the contemporary city’s attention to diversity and inclusivity, and frequently the source of promotion of many international cities. In contrast to the suburban sub-text of exclusivity and seclusion in the Petrie Point Apartment’s brochure, is a promotion of Sydney’s inner-city Newtown as a tourist site and spectacle, which makes an appeal to suburban antipathy clear from the outset. The brochure, distributed by NSW Tourism (2000) displays a strong emphasis on Newtown’s cultural and ethnic diversity, and the various forms of cultural consumption on offer. The inner-city suburb’s appeal is based on its re-framing as a site of tourist consumption of diversity and difference in which diversity is central to its performance as a tourist site. It relies on the distinction between “ordinary” suburbs and “cosmopolitan” places:Some cities are cursed with suburbs, but Sydney’s blessed with Newtown — a cosmopolitan neighbourhood of more than 600 stores, 70 restaurants, 42 cafes, theatres, pubs, and entertainment venues, all trading in two streets whose origins lie in the nineteenth century … Newtown is the Catwalk for those with more style than money … a parade where Yves St Laurent meets Saint Vincent de Paul, where Milano meets post-punk bohemia, where Max Mara meets Doc Marten, a stage where a petticoat is more likely to be your grandma’s than a Colette Dinnigan designer original (From Sydney Marketing brochure)Its opening oppositional gambit—“some cities are cursed with suburbs”—conveniently elides the fact that like all Australian cities, Sydney is largely suburban and many of Sydney’s suburbs are more ethnically diverse than its inner-city areas. Cabramatta, Fairfield, and most other suburbs have characteristically high numbers of ethnic groups such as Vietnamese, Korean, Lebanese, and so forth. Recent events, however, have helped to reframe these places as problem areas, rather than epicentres of diversity.The mingling of social groups invites the tourist-flâneur to a performance of difference, “a parade where Yves St Laurent meets Saint Vincent de Paul (my italics), where Milano meets post-punk bohemia,” and where “the upwardly mobile and down at heel” appear in what is presented as something of a theatrical extravaganza. Newtown is a product, its diversity a commodity. Consumed visually and corporeally via its divergent sights, sounds, smells and tastes (the brochure goes on to state that 70 restaurants offer cuisine from all over the globe), Newtown is a “successful neighbourhood experiment in the new globalism.” The area’s social inequities—which are implicit in the text, referred to as the “down at heel”—are vanquished and celebrated, incorporated into the rhetoric of difference.Brisbane’s lack of urban tradition and culture, as well as its lack of diversity in comparison to Sydney, reveals itself in the first brochure while the Newtown brochure appeals to the idea of a consumer-based cosmopolitanism. As a sociological concept, cosmopolitanism refers to a set of "subjective attitudes, outlooks and practices" broadly characterized as “disposition of openness towards others, people, things and experiences whose origin is non local” (Skrbis and Woodward 1). Clearly cosmopolitan attitudes do not have to be geographically located, but frequently the city is promoted as the site of these values, with the suburbs, apparently, forever looking inward.In the realm of marketing, appeals to the imagination are ubiquitous, but discursive practices can become embedded in everyday life. Despite the growth of urbanism, the increasing take up of metropolitan life and the enduring disdain among some for the suburbs, the hard-held suburban values of peace and privacy have pragmatic implications for the ways in which those values are embedded in people’s expectations of life in the inner city.The exponential growth in apartment living in Brisbane offers different ways of living to the suburban house. For a sub-tropical city where "life on the verandah" is a significant feature of the Queenslander house with its front and exterior verandahs, in the suburbs, a reasonable degree of privacy is assured. Much of Brisbane’s vernacular and contemporary housing is sensitive to this indoor-outdoor style of living, a distinct feature and appeal of everyday life in many suburbs. When "life on the verandah" is adapted to inner-city apartment buildings, expectations that indoor-outdoor living can be maintained in the same way can be problematic. In the inner city, life on the verandah may challenge expectations about privacy, noise and visual elements. While the Brisbane City Plan 2000 attempts to deal with privacy issues by mandating privacy screenings on verandahs, and the side screening of windows to prevent overlooking neighbours, there is ample evidence that attitudinal change is difficult. The exchange of a suburban lifestyle for an urban one, with the exposure to urbanity’s complexity, potential chaos and noise, can be confronting. In the Urban Renewal area and entertainment precinct of Fortitude Valley, during the late 1990s, several newly arrived residents mounted a vigorous campaign to the Brisbane City Council (BCC) and State government to have noise levels reduced from local nightclubs and bars. Fortitude Valley—the Valley, as it is known locally—had long been Brisbane’s main area for nightclubs, bars and brothels. A small precinct bounded by two major one-way roads, it was the locus of the infamous ABC 4 Corners “Moonlight State” report, which exposed the lines of corruption between politicians, police, and the judiciary of the former Bjelke-Petersen government (1974–1987) and who met in the Valley’s bars and brothels. The Valley was notorious for Brisbanites as the only place in a provincial, suburban town that resembled the seedy side of life associated with big cities. The BCC’s Urban Renewal Task Force and associated developers initially had a tough task convincing people that the area had been transformed. But as more amenity was established, and old buildings were converted to warehouse-style living in the pattern of gentrification the world over, people started moving in to the area from the suburbs and interstate (Felton). One of the resident campaigners against noise had purchased an apartment in the Sun Building, a former newspaper house and in which one of the apartment walls directly abutted the adjoining and popular nightclub, The Press Club. The Valley’s location as a music venue was supported by the BCC, who initially responded to residents’ noise complaints with its “loud and proud” campaign (Valley Metro). The focus of the campaign was to alert people moving into the newly converted apartments in the Valley to the existing use of the neighbourhood by musicians and music clubs. In another iteration of this campaign, the BCC worked with owners of music venues to ensure the area remains a viable music precinct while implementing restrictions on noise levels. Residents who objected to nightclub noise clearly failed to consider the impact of moving into an area that was already well known, even a decade ago, as the city’s premier precinct for music and entertainment venues. Since that time, the Valley has become Australia’s only regulated and promoted music precinct.The shift from suburban to urban living requires people to live in very different ways. Thrust into close proximity with strangers amongst a diverse population, residents can be confronted with a myriad of sensory inputs—to a cacophony of noise, sights, smells (Allon and Anderson). Expectations of order, retreat, and privacy inevitably come into conflict with urbanism’s inherent messiness. The contested nature of urban space is expressed in neighbour disputes, complaints about noise and visual amenity, and sometimes in eruptions of street violence. There is no shortage of examples in the Brisbane’s Urban Renewal areas such as Fortitude Valley, where acts of homophobia, racism, and other less destructive conflicts continue to be a frequent occurrence. While the refashioned discursive Brisbane is re-presented as cool, cultured, and creative, the tensions of urbanism and tests to civility remain in a process of constant negotiation. This is the way the city’s past disrupts and resists its cool new surface.[i] The use of the word mecca in the brochure occurred prior to 11 September 2001.ReferencesAllon, Fiona, and Kay Anderson. "Sentient Sydney." In Passionate City: An International Symposium. Melbourne: RMIT, School of Media Communication, 2004. 89–97.Australian Bureau of Statistics (ABS). Regional Population Growth, Australia, 1996-2006.Birmingham, John. 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