Книги з теми "Learning through country"

Democracy is struggling in America. Citizens increasingly feel cynical about our system and doubt they can influence public policy. Distrustful of other Americans and elected officials, some are even turning to authoritarian alternatives. Hyperpartisanship and recent contentious presidential elections have deepened political despair. While some citizens get swept up in optimism during campaign cycles, they often later find themselves frustrated with elected leaders as they wait for change. This book seeks to revive democracy by teaching citizens how to hope. Hope animates life in a democracy, moving citizens forward through new challenges, new ideas, and new experiments. The form of hope described in this book is more than just a campaign slogan or a self-help program, it is an informed call to citizen engagement that opens new possibilities for our country. Drawing on examples from life in America today and pragmatist philosophy, this book explains how schools can cultivate hope through our habits and how action in our communities can sustain hope. It shows how we can build trust, grow political agency, and shape an improved American identity through hoping together. This book provides guidance for learning how to hope in schools, universities, and civil society. It describes what hope is, why it matters to democracy, and how to teach it.

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

First in the series on Education and Society in South Asia, this volume focuses on the educational thought of a world-renowned teacher, thinker, and writer—Jiddu Krishnamurti (1895–1986). This edited volume examines Krishnamurti’s work and explores his contemporary relevance in educational endeavours and practices in different parts of the country. The contributors to the volume argue that Krishnamurti sought to change the way education is perceived, from the mere teaching of curriculum into a life-changing experience of learning from relationships and life. Through a range of essays that address diverse issues and themes, the contributors seek to uncover the practices and processes at some of the institutions that Krishnamurti established in different parts of rural and urban India. These include essays on curriculum building, inclusive education, pedagogy, debates on educational philosophy and practice, and teacher education. They help bring out the barriers and breakthroughs in the educational processes as practiced in these schools and how they may further be applied to other educational institutions.

Abstract This book is for anyone broadly interested in Japan, for it is impossible to fully understand Japan without learning what basic economics has to say about it, which is much. To know Japan—or any country for that matter—is more than an ability to recite a litany of facts about its history, geography, institutions, and culture. Disciplined thinking is needed to organize the disparate facts into a coherent system that can be grasped whole. Modern economics is the academic discipline underlying this book. The book uses economics and explains it, but without presuming the reader has any prior knowledge of it. It starts with Japan’s economic history since the late sixteenth century through the twentieth century. It then addresses contemporary topics in Japan’s economy, beginning with ones that require an economy-wide perspective—economic growth and the business cycle, exchange rates, and the balance of trade. The discussion then moves on to sectors of the economy: the public sector, industry and trade, the financial system, the labor market, and more. The chapters can be read in any order, but four threads run through all the chapters and link them: Japan’s economic growth and development, Japan’s integration with the world economy, government policies and their effects, and peculiar economic institutions and practices.

There are many locations, relationships, and experiences through which we learn what it means to be a citizen. Contemporary healthcare—or “the clinic”—is one of those sites. Being drawn into the complex “medical-legal-policy-insurance nexus” as a patient entails all sorts of learning, including, it is argued here, political learning. When we are subjected as a patient, frequently through a discourse of “choice and control,” or “patient autonomy,” what do we learn? What happens when the promise of a certain kind of autonomy is accompanied by demands for a certain kind of humility? What do we learn about agency and self-determination, as well as trust, self-knowledge, dependence, and resistance under such conditions of acute vulnerability? This book explores these questions on a journey through medicalized encounters with giving birth, navigating death and dying, and seeking treatment for life-altering mental illness (here post-traumatic stress disorder among veterans). While the body has always posed a problem for Western thought, and has been treated as an obstacle to freedom and independence and something our rational capacity must master and control, this book aims to counter that intellectual-historical and political tendency by asking how we might reimagine the political potential of embodiment, or make space for considering “the virtues of vulnerability.” In particular, the book offers a novel conception of democratic citizen-subjectivity, grounded in an ethical disposition of humility-informed-relational-autonomy.

China is building a New Silk Road that runs through the heartland of the Muslim world. Its leaders promise to bring about change through improved economies and greater communications across the Eurasian and African continents. While China has the financial and technical resources to accomplish its infrastructure goals, it is sorely unprepared to deal with the social and political demands of the people in the partner countries. This book addresses how China’s leaders and citizens—in their relationships with Pakistan, Turkey, Indonesian, Iran, Nigeria, and Egypt—are learning that they have to respect and adjust to the aspirations of ordinary people throughout the Islamic world, not just cater to the narrow band of government and business elites. In addition, it is becoming increasingly clear that turbulent countries along the New Silk Road are likely to transform Chinese society at least as much as China is changing them. This is a deeply unsettling realization for China’s authoritarian rulers who desperately want to monopolize power domestically. The party and state bosses have responded with a contradictory blend of flexibility abroad and rigidity at home—compromising with popular demands in one country after another while refusing to negotiate many of the same issues with their own citizens. Maintaining such a split-minded statecraft will become ever more difficult as people in China and across the New Silk Road share their aspirations and grievances in wider networks.

In this history of the social and human sciences in Mexico and the United States, Karin Alejandra Rosemblatt reveals intricate connections among the development of science, the concept of race, and policies toward indigenous peoples. Focusing on the anthropologists, sociologists, biologists, physicians, and other experts who collaborated across borders from the Mexican Revolution through World War II, Rosemblatt traces how intellectuals on both sides of the Rio Grande forged shared networks in which they discussed indigenous peoples and other ethnic minorities. In doing so, Rosemblatt argues, they refashioned race as a scientific category and consolidated their influence within their respective national policy circles. Postrevolutionary Mexican experts aimed to transform their country into a modern secular state with a dynamic economy, and central to this endeavor was learning how to “manage” racial difference and social welfare. The same concern animated U.S. New Deal policies toward Native Americans. The scientists’ border-crossing conceptions of modernity, race, evolution, and pluralism were not simple one-way impositions or appropriations, and they had significant effects. In the United States, the resulting approaches to the management of Native American affairs later shaped policies toward immigrants and black Americans, while in Mexico, officials rejected policy prescriptions they associated with U.S. intellectual imperialism and racial segregation.

This volume, Women in Science T-X-2021 contains 8 refereed chapters dealing with these issues, chosen from among the contributions, we gathered some researchers and graduate students from the 32 states of our country. We thank the reviewers for their feedback that contributed greatly in improving the book chapters for publication in these proceedings by reviewing the manuscripts that were submitted. As the first chapter, Gutiérrez, Mejía, Terán and Acuña, present Prototype of an electronic system for innovation in the Papillomavirus test registration process, as the second chapter, Arizmendi, De La Torre and Meza, will talk about Women as literary creation: a diachronic-representative journey, as third chapter, Arteaga, Alvarado, Castañeda and Torres, present Intellectual biography of Latin American academic women, as fourth chapter, Ramírez, Díaz and Figueroa, propose Flipped classroom a model for autonomous learning, as fifth chapter, Ponce, López and Méndez, as the sixth chapter, Otero, developed Educational innovation through techno-pedagogical tools in virtual education, as the seventh chapter, Juárez, Silveyra, Aguilar and Cuevas, will discuss Necessary pedagogical innovations: university internationalization initiatives and virtual environments in front of COVID-19, as the last chapter, Quitl, Nava And Jiménez, focus on Comparison of adaptation and family cohesion among adolescents with and without suicide risk in Tlaxcala.

This chapter introduces ARC’s principle of being participatory based. This principle requires the active, open participation of front-line staff, middle managers, and top administrators in decisions about practices and policies that affect the well-being of clients served by their organization. It counters the conflicting priority of prescribing change in a top-down manner without the benefit of the experience of those closest to service provision. The chapter explains how participatory-based organizations impact staff discretion, motivation, learning, and engagement with clients and reviews the empirical evidence that supports participatory-based approaches. This evidence includes research in social cognition and neuroscience. Case examples illustrate the positive impact of participatory approaches on service provider and client outcomes, outlining their influence through norms and expectations as well as underlying beliefs and assumptions.

This book is a genealogy of the concept of a person, as it is used in philosophy, ethics, the law, and everyday life. It asks, what is the concept of a person? How is the concept of a person distinct from the concept of a human being? How is it distinct from the concept of the self? When and why did the concept of a person come into existence? What is the relationship between moral personhood and metaphysical personhood, and how has our conception of that relationship changed over the last two millennia? The book as a whole argues for two main claims. First, the concept of a person, like other central concepts used in philosophy and everyday life, has gained its significance not through definition but through the accretion of layers of meaning over centuries. Thus, one can only fully understand the concept by learning its history. Second, the concept of a person has five main strands: persons are particulars, roles, entities with special moral significance, rational beings, and selves. Thus, to count someone or something as a person is simultaneously to describe it—as a particular, a role, a rational being, and a self—and to prescribe certain norms concerning how it may act and how others may act toward it.

This book includes 16 chapters written by current and former eikaiwa (English conversation school) teachers to illustrate a complexity within the eikaiwa profession that has been thus far largely ignored. Through teacher narratives, the authors explore the unique and often problematic world of eikaiwa to present a counter narrative to what the editors regard as blanket stereotyping of a multifaceted and evolving teaching context. ​ Eikaiwa schools are found in virtually every city and town in Japan. They provide conversation and test-preparation classes for learners of all ages. Those attending eikaiwa may be looking to prepare for an overseas holiday or work placement, achieve a required TOEIC score for their company, or simply enjoy a new hobby and socialise with people from different cultures and backgrounds. Eikaiwa teachers often need to negotiate conflicting demands from students, parents, management, and society at large. Furthermore, opportunities for professional development are scarce and research on this context is virtually non existent. Despite the massive scale of the eikaiwa industry and the varied roles that teachers are required to fulfil within it, expatriate and ELT communities have also tended to stigmatise the work of eikaiwa teachers as being simplistic and uniform. As a result, many former eikaiwa teachers choose to “forget” their eikaiwa past and the way it shaped them as professionals. This volume provides an important opportunity for eikaiwa teachers to share their stories and for the editors to present a coherent and convincing case for the value that the experiences of working in English conversation schools has for our understanding of teaching and learning languages.

Discover the hidden electrical world inside your nervous system using DIY, hands-on experiments, for all ages. No MD or PhD required! The workings of the brain are mysterious: What are neural signals? What do they mean? How do our senses really sense? How does our brain control our movements? What happens when we meditate? Techniques to record signals from living brains were once thought to be the realm of advanced university labs... but not anymore! This book allows anyone to participate in the discovery of neuroscience through hands-on experiments that record the hidden electrical world beneath our skin and skulls. In How Your Brain Works, neuroscientists Greg Gage and Tim Marzullo offer a practical guide—accessible and useful to readers from middle schoolers to college undergraduates to curious adults—for learning about the brain through hands-on experiments. Armed with some DIY electrodes, readers will get to see what brain activity really looks like through simple neuroscience experiments. Written by two neuroscience researchers who invented open-source techniques to record signals from neurons, muscles, hearts, eyes, and brains, How Your Brain Works includes more than forty-five experiments to gain a deeper understanding of your brain. Using a homemade scientific instrument called a SpikerBox, readers can see how fast neural signals travel by recording electrical signals from an earthworm. Or, turning themselves into subjects, readers can strap on some electrode stickers to detect the nervous system in their own bodies. Each chapter begins by describing some phenomenology of a particular area of neuroscience, then guides readers step-by-step through an experiment, and concludes with a series of open-ended questions to inspire further investigation. Some experiments use invertebrates (such as insects), and the book provides a thoughtful framework for the ethical use of these animals in education. How Your Brain Works offers fascinating reading for students at any level, curious readers, and scientists interested in using electrophysiology in their research or teaching. Example Experiments How fast do signals travel down a neuron? The brain uses electricity. . . but do neurons communicate as fast as lightning inside our bodies? In this experiment you will make a speed trap for spikes! Can we really enhance our memories during sleep? Strap on a brainwave-reading sweatband and test the power of cueing up and strengthening memories while you dream away! Wait, that's my number! Ever feel that moment of excitement when you see your number displayed while waiting for an opening at the counter? In this experiment, you will peer into your brainwaves to see what happens when the unexpected occurs and how the brain gets your attention. Using hip hop to talk to the brain. Tired of simply “reading” the electricity from the brain? Would you like to “write” to the nervous system as well? In this experiment you will use a smartphone and hack a headphone cable to see how brain stimulators (used in treating Parkinson's disease) really work. How long does it take the brain to decide? Using simple classroom rulers and a clever technique, readers can determine how long it takes the brain to make decisions.

As we write these words, the COVID-19 pandemic has become part of our lives in a much more controlled way. For instance, some of our habits have changed and we are able to resume our activities in the way of a “new normal,” returning to social contact with family, friends, and colleagues. In returning to a life without the constraint of the virus at such a high level, the academy tries to resume its rituals, including scholarly events. Email boxes and physical boards at universities are once again filling up with calls for submission of abstracts for congresses, seminars, and workshops. As these events are happening again, academia seems to be reflecting on the pros and cons of onsite scientific events. While acknowledging the importance of such scientific events and their potential for strengthening scholarly communities and collaborations, many academics have begun questioning the real impact of being physically present. This questioning seems to be based on several factors. On the one hand, it is clear that universities have been increasingly devaluing academics’ presence in congresses (unless by invitation). They allocate less funding for these activities, especially for those academics who wish to attend an event without presentation. With no presentation, institutions devalue attendance in performance appraisal processes. Increasingly, academic institutions value publications (indexed, despite some positive movement seeking to counter the tyranny of the “publish or perish” motto), and an academics ability to raise funding. Yet, not all congresses are associated with publication processes in indexed journals or proceedings. Books of abstracts (once edited by any congress) are almost extinct, namely because of their devaluation by institutes of higher learning (and funding entities). On the other hand, the massive and necessary use of online scientific events in 2020 and 2021 allowed us to realize that it is possible, efficient, and effective to hold these events in a format different from the traditional one. The internet offers versatility and more and more congresses are now offered online or in hybrid formats. These formats allow academics to overcome financial and physical complications caused by in-person scholarly events. Academics can request less funding and, at the same time, mitigate concerns of acceptance without presentations, covering classes while away, or having to supplement university sponsorship with personal funds. At some universities, funding comes after attendance regardless of availability of those funds and academics are asked to pay registration fee, plane tickets, and lodging with the expectation of being reimbursed upon return. This is particularly challenging given the present economic situation around the globe. At the same time, while physically at the event and away from families, work continues to accumulate for academics. They then must wade through this excess upon returning home, adding to an already excessive workload. This makes maintaining a work-life balance challenging. We at New Trends in Qualitative Research (NTQR) believe it is particularly relevant to discuss this topic within the context of the release of NTQR Volume 11. NTQR is an indexed journal associated with international scientific events in the field of qualitative research - Congreso Ibero-Americano en Investigación Cualitativa (CIAIQ) and the World Conference on Qualitative Research (WCQR). Specifically, the volume that we edit here aggregates works that, having been originally presented at WCQR2022 (held in an online format), went through a double-blind review process. This volume, annually edited (as WCQR is an annual event), allows us, as editors, to condense a diverse set of qualitative research work, focusing on different topics, and with different methodological designs. And, our concern as editors has always been to assure the quality of the published works, namely through a careful review and editing process. We do not know if we are ready to give up our physical presence at scientific events. But, with opportunities such as online presentations and online publishing venues, we may now be much more judicious in this presence. We may now take time to ponder the relevance of investing in attending a scientific event, and selecting (hand-drawn) two or three events per year, at most. WCQR has a strong emphasis in the building of a scientific community (in this case, bonded by the interest in qualitative research), reconciling physical and online presence, and is associated with quality journals. These aspects help academics to select it as one of the events where it is important to be present. Sincerely, The Editors

With its origin dating back to as early as the 500 BC, the ukkil forms part of a centuries-old woodcarving art and tradition of the Suluk, one of the many indigenous ethnic groups of Nusantara (Southeast Asia). Suluk ukkil bears striking resemblance to the Malay ukir, both featuring similar patterns and motifs. The ukkil is often used to decorate jewellery, boats, houses, grave markers, and mosques. It is also used to decorate the hilts and sheaths of bladed weapons such as the barung. The barung refers to the thick, leaf-shaped sword of the Suluk. A barung with beautifully carved hilt and sheath, especially those using expensive wood, is considered high value and usually reserved for Suluk aristocrats. This book narrates the expressions, motifs and meanings behind ukkil carved on the barung. It is based on the results of a two-year field research conducted in different districts of Sabah. It presents data gathered through various interviews with owners, elders, and subject-matter experts. It also presents data from direct observations of heirloom barung that are still found in the hands of a few Suluk and individuals from other indigenous ethnic groups. It presents new insights from analysis made using the Theory of Iconology, a framework of analyzing art popularized by German art historian Erwin Panofsky. The predominant themes of ukkil found on ancient barung in Sabah are Islamic; zoomorphic such as birds, lizards, snakes, and squids; plantomorphic such as vines, flowers, and leaves; and cultural such as those depicting local myths, culture, values and traditions of the Suluk. Each of these images and themes represent realities that shaped the daily lives of the Suluk from the past until today, including the wind, the ocean waves and sea currents, all of which are essential for travel and navigation. They also depict concepts, beliefs and practices important to the Suluk such as freedom, livelihood, aristocracy, harmony within the community, leadership, spirituality, and Islamic principles. The Suluk are a sea-faring people who have a deep relationship with their immediate environment, especially the sea. Suluk carvers draw inspiration from nature, the environment around them, their local culture, their religious practices, and their own values and ideals in life. Both the ukkil and the barung are an embodiment of their rich past, their livelihood, creativity, their faith, their principles and their values in life. Sadly, the practice of ukkil-carving is fast declining nowadays, with only very few practitioners left and so few individuals interested in learning about it. The barung too, where the ukkil is often carved on, is no longer being produced in large numbers. As the ukkil, like all forms of art, constitute an integral part of a nation’s culture and identity, it is important for it to be understood, preserved, and protected. This book provides fresh knowledge and insights that will help the Suluk and other indigenous tribes of Malaysia and Nusantara in the understanding and preservation of the ukkil as an essential aspect of their country’s or their region’s culture and heritage. This book offers historical background that will help explain the identity of the Suluk as a culturally and artistically advanced people with deep interconnection with other indigenous ethnic groups in Malaysia and the rest of Nusantara as early as the pre-colonial period. Knowledge about the ukkil can help people connect and correct their thoughts about the Suluk while at the same time promote cultural awareness and diversity among Malaysians and other people in Southeast Asia. This book will hopefully pave the way for more research to be done on the arts and culture, not just of the Suluk but also of other indigenous ethnic groups in the region as well. That knowledge will serve as a medium for keeping harmony and cultural links among each and every Malaysian and Nusantaran.