bluuebunny/crossref_metadata_2025 huggingface dataset:
Nonviolent Communication: A Humanizing Ecclesial and Educational Practice
Authors: Latini Theresa F.
Published: May 2015

THIS ARTICLE PRESENTS Nonviolent Communication (NVC) as a humanizing ecclesial and educational practice. NVC is a four-step process of communication designed to facilitate empathy and honesty between individuals and groups. Through an interdisciplinary dialogue with Reformed theology, this article argues that NVC is one concrete means of living as those made in the image of God in churches and seminaries too often marked by entrenched power struggles and vitriolic discourse. It identifies numerous ways in which NVC can help prepare seminarians for the complex challenges of ministry in today's world. It suggests general guidelines for teaching nonviolently in the context of seminary education. While the article focuses on teaching NVC in theological education, it is applicable to a wide variety of educational contexts. Originally presented as a paper at the 2007 Reimagining Educational Excellence conference sponsored by the Kuyers Institute for Teaching and Learning at Calvin College.
Getting it Write: What Christian Institutions of Higher Education Can Learn from “Basic” Writers
Authors: Du Mez Jack
Published: May 2015

THIS ARTICLE examines how institutions of higher education conflate moral and descriptive terms for good, bad, remedial, and basic writing students. It outlines some of the social and historical developments that have led to exclusionary admissions and curricular requirements, and identifies how Christian institutions are complicit in these developments. It demonstrates how Christian institutions are well positioned to implement more effective metaphors for describing student writers and their writing, and suggests action steps for instructors and administrators at Christian institutions that want to attract and retain a diverse student body and put into practice their academic missions.
Christian Schooling and Educational Excellence: An Australian Perspective
Authors: Justins Charles
Published: May 2015

THIS PAPER CONSIDERS from an Australian perspective the tensions for Christian schooling in the notion of educational excellence and whether, ultimately, it is possible for a Christian school to promote itself as a centre for educational excellence and remain authentically Christian. The language of excellence is prevalent in Western society, and the language of educational excellence is certainly prevalent in Australia. Educational excellence appears to be the ambition and purpose of every “worthy” educational program and institution. This paper addresses the responses of Christian schooling in Australia, particularly Christian Parent Controlled (CPCS) schooling, to the concept of educational excellence. The vehicles for this exploration are an examination of the core values of CPCS schools, a consideration of the attitudes of a number of key CPCS educators and a case study of a particular CPCS school. The concept of educational excellence is critiqued in this context.
A Few Hard Facts and a Great Deal of Conjecture: Catholic Schools in England
Authors: Morris Andrew B.
Published: May 2015

THIS PAPER PRESENTS new evidence from national contextualized school performance data showing that, after taking into account those factors known to affect pupil achievement, state-maintained Catholic schools in England appear to be more academically effective than similar non-Catholic institutions. Using an American analysis of the nature of school communities, it then speculates on possible causes of the observed superior levels of performance.
“Blessed are the Poor in Spirit”: Imagining Excellence Otherwise
Authors: Bowen Deborah C.
Published: May 2015

JESUS'S BLESSING OF the “poor in spirit,” who recognize their dependence on God, suggests that an awareness of human limitation is necessary for wise living. How can the Christian educator teach for spiritual poverty? Both Parker Palmer and Richard Kearney, from their different disciplinary and denominational perspectives, argue for the central importance of story and of developing a narrative imagination which is both an agency of moral empathy and a vehicle for making some sense of what surpasses our limits. An informal survey of some of the author's students tends to confirm that such experiences of epistemological humility are a necessary component of an education that valorizes poverty of spirit over worldly success or intellectual mastery.
Hospitable Classrooms: Biblical Hospitality and Inclusive Education
Authors: Anderson David W.
Published: May 2015

THIS PAPER CONTRIBUTES to a Christian hermeneutic of special education by suggesting the biblical concept of hospitality as a necessary characteristic of classroom and school environments in which students with disabilities and other marginalized students can be effectively incorporated into the body of the classroom. Christian hospitality, seen in the teacher's attitude and approach to students and in the milieu of the classroom, conveys welcome, acceptance, and belonging Rather than seeing diversity as a threat to community, hospitable classrooms welcome and seek to build relationships among all the students.
Slow Reading: Reading along Lectio Lines
Authors: Badley K. Jo-Ann , Badley Ken
Published: May 2015

THE MEDIEVAL MONASTIC movement preserved and developed reading practices– lectio—from ancient Greek pedagogy as a slow, mindful approach to reading for formation. This ancient way of reading, now better known as lectio divina, challenges the fast, pragmatic reading so characteristic of our time. We propose that the present moment may be ripe for educators to appropriate again lectio-style reading as an educational counterpart to the Slow Movement, whose growth in recent decades may indicate cultural openness to the recovery of more reflective and located practice. We begin by noting tendencies in the academy and the culture as a whole that indicate the need for slower, more thoughtful reading. We then note the attention that several authors have recently paid to reading with attention and thoughtfulness. After reviewing the elements and purposes of lectio divina, we provide brief narratives of our own attempts to implement and assess more thoughtful reading practices in education and Bible courses, suggesting ways that others might realize more fully the principles of slow reading in their courses.
The Mirror of Learning: Towards a Theology of Reflection in Christian Education
Authors: Williams John
Published: May 2015

MOST PROGRAMMES OF adult Christian learning today expect students to engage in theological reflection. The theoretical underpinning for this is often drawn from secular models of reflective practice, made ‘theological’ by the subject matter for reflection. This article aims to establish an explicitly theological basis for the use of the metaphor of reflection to characterize Christian learning. The insights of this approach are explored in relation to a validated programme of education for Christian ministry on which the author teaches, and some implications are suggested for all church-based learning.
“Awake. Love. Think. Speak.”: A Narrative Foundation for Secondary School English Curriculum
Authors: Cook Justin
Published: May 2015

A SENIOR SECONDARY English curricular commitment to biblical relationality and narrative through Ricoeur's hermeneutics provides students a learning community where they are invited to awaken to the biblical story, to love each other and creation within their Christ given identity in that story, to think about their own narratives within the context of literature, and to speak in the larger community with voices shaped by that literary understanding, all in response to the “deepest wildest voice” that calls each of them to their offered place in the kingdom of God.
From Philosophy to Practice: An Investigation of the Impact of a School's Philosophy on Policy and Classroom Practice
Authors: Scouller Dianne L.
Published: May 2015

RECENT RESEARCH IN two New Zealand Christian schools found that despite biblical vision and mission statements and declarations of pedagogy built on biblical foundations, actual classroom practice frequently differed little from that in secular schools. Teachers could clearly articulate their respective school's vision and goals but all except one teacher struggled to identify how these impacted their own pedagogy.
The Discourse of Faith and Learning
Authors: Langer Richard
Published: May 2015

THE INTEGRATION OF THE CHRISTIAN FAITH with human learning was addressed by the earliest Christian apologists and continues to be an important question for the church up to the present day. Such lengthy conversations are complicated by variations in nomenclature, attitudes, and theological assumptions. This paper attempts to clarify portions of this historical discussions by focusing on how a given thinker weighs and balances four interrelated doctrinal issues: the unity of truth, the two sources of knowledge, the noetic effects of sin, and goodness of creation. It is suggested that thinkers commonly adopt one of five “integrative” postures: butcher, baker, candlestick maker, philosopher, or prophet. Lessons are drawn from this history and applied to some of the issues that face the academy today.
Praying for Change: The Ignatian Examen in the “Remedial” Classroom
Authors: Boehner Joel
Published: May 2015

CONTRADICTIONS ABOUND in remedial higher education. While 40% of American undergraduate students take remedial coursework (Attewell et al., 2006), remediation represents just one percent of the national higher education budget (Handel & Williams, 2011). Furthermore, the status quo in remedial teaching and learning in American higher education does not appear to be successful at actually remediating students and aiding in their completion of degrees (Attewell et al., 2006). This essay argues for a more holistic approach to working with underprepared students than the all-too-common deficit-based approach allows for and presents a first-person practitioner's account of a reflective-thinking classroom ritual based on the spiritual discipline of the Ignatian Examen as a paradigmatic example of a holistic approach that accounts for the developmental as well as the sociopolitical realities of underprepared students. The essay also identifies an amicable confluence of ideals and methods among Ignatian pedagogy, critical pedagogy, and liberation theology.
Practicing Hospitality in the Classroom
Authors: Burwell Rebecca , Huyser Mackenzi
Published: May 2015

THIS ARTICLE EXPLORES pedagogical approaches to teaching students how to practice hospitality toward the other. Using case examples from the college classroom, the authors discuss the roots of Christian hospitality and educational theory on transformative learning to explore how students experience engaging with others after they have experienced the classroom as a hospitable place. This research builds on the work done by other authors in higher education as it extends the notion of experiencing hospitality in the classroom to how students then extend hospitality toward the other.
Toward a Pedagogy of Hospitality: Empathy, Literature, and Community Engagement
Authors: Stratman Jake
Published: May 2015

ACCORDING TO A RECENT STUDY in Personality and Social Psychology Review, empathy is on the decline among college students. How might academic courses invite students to increase empathic behaviors? Additionally, how might service-learning projects aid academic course objectives to help students increase empathic behavior? To explore these questions, this article narrates the experience of teaching a course within a general education seminar required of all first-year students at a small Christian university in the United States. I argue that the practice and study of hospitality as a historical Christian practice, while utilizing an antifoundational approach to service-learning in connection with reading literature, engaging in the community, and writing reflectively can invite students to think more explicitly about their own ability to empathize with others, especially in connection to the stranger. Course outcomes are illustrated with examples from student journals and exams.
“The Heart Has Reasons That Reason Cannot Know”: Thinking, Feeling, and Willing in Learning
Authors: Blomberg Doug
Published: May 2015

WESTERN (AND CHRISTIAN) EDUCATION is an intellectualised, dualistic tradition which downplays the role of the body and emotions and thus the importance of practice in learning. Insights from neuroscience and James K. A. Smith's reflections on Christian college pedagogy introduce a consideration of the role of affectivity in learning, which leads in turn to an exploration of a biblical understanding of “heart” and Augustine's introduction of “will” into philosophical discourse. The central role of the heart as that which undergirds affective and cognitive functioning is emphasised, as is the significance of the will. The paper concludes with implications of an integral anthropology for the practice of education, by which learners are invited to choose purposeful responses that accord with their deepest values.
Stewardship: A Biblical Model for the Formation of Christian Scholars
Authors: Smith Julien C. H. , Scales T. Laine
Published: May 2015

THIS ARTICLE EXPLORES theological dimensions of the academic vocation, taking its cue from the research undertaken by the Carnegie Initiative on the Doctorate, which envisions the scholar as a steward of an academic discipline. We contend, however, that the Christian scholar's sense of stewardship extends beyond one's academic discipline to encompass the Christian faith as well. Both the creation account in Genesis and the parable of the entrusted money in the Gospels illuminate three vital aspects of Christian scholarship: generation, conservation, and transformation. The article culminates in a discussion of formation or transformation of doctoral students preparing for the academy, with practical examples to illustrate.
Exploring the Interface between Christian Faith and Education: An Annotated List of Current Journals
Authors: Harkness Allan G.
Published: May 2015

SEVENTEEN ACADEMIC JOURNALS which explore aspects of the interface between the Christian faith and educational concerns, and which are currently available internationally and in English, are listed. Annotations for each journal include publication and editorial details, website access, sponsoring institution, stated focus, educational content area, and the religious/theological tradition represented.
Evangelism in the Classroom
Authors: Thiessen Elmer John
Published: May 2015

IT IS FREQUENTLY SAID that evangelism or proselytizing has no place in the classroom. The purpose of this essay is to counter this generalization and to explore the nature of legitimate religious influence in the classroom. In doing so I will offer some criteria to help us determine what is and what is not acceptable by way of religious persuasion in the classroom, drawing on my recent work, The Ethics of Evangelism: A Philosophical Defence of Ethical Proselytizing and Persuasion (2011).
Elmer Thiessen and The Ethics of Evangelism
Authors: Tillson John
Published: May 2015

IN THIS PAPER I provide a critical commentary of Elmer Thiessen's The Ethics of Evangelism. Following an overview of the book's project and strategies, I discuss two stages of the project in detail. The first is Thiessen's analysis of ‘religious proselytism’; the second is Thiessen's arguments that evangelizing can be a good thing to do in itself. Finally, I summarize what I think are the chief merits of the book and suggest for whom it will be of particular interest.
Evangelism in the Classroom: A Response to Elmer Thiessen
Authors: Cooling Trevor
Published: May 2015

THIS ARTICLE IS a response to Elmer Thiessen's article on evangelism in this journal. Although I agree with his general position that evangelism is an educationally justifiable activity, Thiessen criticizes comments I have made in my writings and charges me with being ambiguous. I respond to these remarks by defending the distinction that I make between evangelism and proselytization and then by questioning Thiessen's definition of evangelism as ‘intentional and verbal persuasion’. Finally I suggest a different understanding of evangelism in classrooms, based on a model of influence that is not solely concerned with intentional persuasion.
Evangelism in the Classroom: A Response to John Tillson and Trevor Cooling
Authors: Thiessen Elmer John
Published: May 2015

IN THIS PAPER I reply to John Tillson's critique of my book, The Ethics of Evangelism, and Trevor Cooling's critique of my article, “Evangelism in the Classroom,” both found in this issue of the journal.
Cognitive Educational Approaches as Means of Envisioning and Effecting Worldview Transformation via Theological Education
Authors: Mittwede Steven K.
Published: May 2015

ALTHOUGH MUCH DONE in the name of discipleship and theological education pronounces lofty goals, such as movement from orthodoxy to orthopraxy, in many cases mere doctrinal assent is assumed to reflect deep change. An analysis of discipleship, worldview theory, and certain cognitive approaches to education suggests that worldview-level transformation may indeed be facilitated through classroom theological education if the cognitive structure of the learner(s) is well understood and then appropriately addressed. Subsumption theory and schema theory provide a sound theoretical substrate upon which to build a classroom approach to promoting worldview transformation.
Creating Confessional Colleges and Universities That Confess
Authors: Alleman Nathan F. , Glanzer Perry L.
Published: May 2015

Drawing upon the recent scholarly call to incorporate Christian practices into teaching, we contend that such practices should also be incorporated into the administration of Christian institutions. In particular, we explore the rationale for integrating the practice of Christian confession into the life of a university to address institutional sin. We then describe two types of confessional practice, ritual and situational, that perhaps should be grafted into the life of Christian educational institutions.
A Harvest of Humility: Agrarian Practice and Christian Higher Education
Authors: Groppe Elizabeth
Published: May 2015

Humility, the keystone of the virtues in the Christian spiritual tradition, has been dismissed by modern philosophers, critiqued by feminist theologians, and overpowered by our industrial and technological culture. The incorporation of agricultural experience in Christian higher education presents the opportunity to cultivate anew the virtue of humility, properly understood not as a practice of self-abnegation but as a relation of the creature to the God who has gifted us with nourishing soil and deified us in Christ.
Interrupting Adult Learning through Online Pedagogy
Authors: Stuart-Buttle Ros
Published: May 2015

This paper considers online pedagogy in relation to Christian adult learning and asks how this might be interpreted by theological educators. The online community of inquiry is proposed as one recognized pedagogical approach and illustrated by reference to a continuing professional development programme for online adult learners across the church school sector in the UK. In seeking an online pedagogy that is also theologically informed, attention is given to Belgian theologian Lieven Boeve's work concerning a theology of interruption. Insights gained from this are considered alongside reflection from the author's experience as online educator. The paper concludes that online pedagogy can be interpreted as interruptive when influencing and shaping the online environment for adult theological learning.
Honour and Shame in a Church of England Primary School
Authors: Wilson Tom
Published: May 2015

While students of Islamic societies and cultures are aware of the influence of dynamics of honour and shame on behaviour, these factors are not always recognized by those who engage with Muslims in the UK. This paper will discuss the impact of concerns related to honour and shame on the behaviour of Muslim pupils in a Church of England primary school. It will first outline a scholarly understanding of honour and shame and how this relates to religious praxis. Second, three specific examples from the author's two years of fieldwork in a Church of England primary school will be used to illustrate the dynamics in the specific field site. These are responses to the celebration of Christmas in the school, responses to RE lessons, and negotiation of guitar lessons. These examples demonstrate how different pupils' concerns about honour and shame impacted behaviour, and also show that teaching staff in the school were not necessarily aware of the dynamics of honour and shame or of the different pupils' responses. The paper concludes with a discussion of how Christian teachers could respond to issues of honour and shame in order to be more able to cater for the needs of their Muslim pupils.
Christian Teacher Education in a Culture of Techne: Current Developments in Teacher Accreditation
Authors: Schwarz Gretchen
Published: May 2015

Teacher education has long been a major mission of Christian colleges. Many Christian as well as public universities have teacher education programs accredited by CAEP, a national organization. Self-study for improvement is important. CAEP promises high standards, but when examined more closely, the CAEP system works at cross-purposes with teacher education that supports teaching as Christian vocation. In an era dominated by techne, as represented in the work of Ellul and Postman, CAEP replaces human and spiritual values with those of efficiency and technique, and ignores teaching as a moral calling. Christian colleges need a better accreditation system.
Is Faith the Purpose of Christian Education?
Authors: Sandsmark Signe
Published: May 2015

FAITH IS THE overall purpose of everything we do as Christians, but education has a purpose in itself. Luther's model of the two governments is useful in thinking about the purpose of education. According to this, God governs his world through both his spiritual and his secular government. He has two purposes in what he does - both to save people and to make the world a good place to live. Education is primarily part of God's secular government, and its ultimate aim is the service of God by doing good to other people. Christian education, unlike liberal education, claims that there is basically only one good life, namely the service of God. It teaches pupils about God and his salvation, but it cannot create or maintain faith.
Joined-up Thinking — The Resurgence of Interdependence
Authors: Cracknell David
Published: May 2015

THIS ARTICLE IS a tentative exploration of human and organisational interdependence. It is a simple theme with long historical roots but one which has only recently benefited again from the attention it deserves. It is a powerful principle which has enormous potential for change throughout our society but nowhere more so than in education. There is emerging a clear shift in emphasis away from individualism and towards a greater investment in social cohesion and Christians in education need to be aware of it and to reflect on the challenges and opportunities it brings for witness and leadership. What might a heightened interest in interdependence mean for the development of educational thinking, policy and practice — and for Christian discipleship?
The Practice of Wisdom: Knowing When
Authors: Blomberg Doug
Published: May 2015

The perspective of technical rationality, with its focus on timeless, componential knowledge, is ill-suited to deal with the concrete situatedness of teaching. The biblical wisdom literature presents an alternative view of knowing as historical, experiential, responsive to order and tradition, and open to mystery. In this perspective, knowing and loving are closely connected. This perspective on knowledge can illuminate teaching as an uncertain craft involving learning from experience and in context. To seek such an alternative to technical rationality is not irrationalist, but rather involves acknowledging the multi-faceted nature of concrete reality.
Identifying Christian Schools: How do you tell when you've found one?
Authors: Badley Ken , Belcher Christina , Crick Ruth Deakin , Hanson Kathleen , Hull John , Pedersen Carsten Hjorth , Roodnick Brian , Sandsmark Signe
Published: May 2015

Eight writers from six countries in three continents and a range of Christian traditions discuss what it is that makes a school Christian. They discuss the aspects of schooling to which judgements are applied of whether and to what extent a school may be said to be Christian and the criteria by which such judgements may be made.
Christians Teaching in the Public Schools: What are some options?
Authors: Schwartz James E.
Published: May 2015

How can Christians who are teachers in government-sponsored schools in the USA live a life of faith within the constraints of the First Amendment? Three options are presented: agent for enculturation, Christian advocate / evangelist and Golden Rule truth-seeker. The assumptions, strengths and weaknesses of each of these options are discussed. The third option blends the best aspects of the first two and offers the best hope for authentically living the Christian life in the public school setting.
Reading for Readiness
Authors: Kay William K , Wilkins Richard
Published: May 2015

On the basis of a consideration of the processes of reading and comprehending and in the light of the UK Government's literacy drive, it is argued that Religious Education ought to be better equipped to present the Bible to children of primary school age.
Transformative Christian Education: New Covenant, New Creation. An Essay in Constructive Theology
Authors: Wright Andrew
Published: May 2015

A TRANSFORMATIVE THEOLOGY of Christian education is defended against reconstructionist alternatives. Any authentic theology of education should be grounded in the ontic reality of the divine economy of salvation. Though important, noetic questions of theological epistemology, together with pragmatic issues of pedagogic strategy, are not to be taken as foundational. Certain traits of Lutheran theology lend superficial support to a reconstructionist theology, but only at the expense of introducing a crippling dualism between faith and creation. The Biblical picture of the completion of the new covenant and new creation through the work of the Holy Spirit lends strong support to a transformative theology.
Nurture, Worship and Religious Integrity in Church Schools
Authors: Steed Mark S.
Published: May 2015

THE AIM OF of this article is to discuss the parameters of what is and what is not legitimate practice in the context of Christian worship in Church schools. This paper claims that the notion of religious integrity lies at the heart of the issue and argues that Church schools have a responsibility not to violate the religious integrity of their pupils. Hence there must be a demarcation between those Christians who are participating in the act of worship and those non-Christians who are not.
Evangelicals and Biblical Studies: A Larger Vision
Authors: Rowe Arthur
Published: May 2015

SINCE IT IS widely recognised that all knowledge is faith-based and socially shaped it is pertinent to explore the possibility and nature of evangelical approaches to Biblical Studies. Such approaches need to find ways of dealing with the problem of history which avoid relegating biblical history to a special category of sacred history. Some of the possible implications of such development are suggested.
Should the Fourth ‘R’ for ‘Generation X’ be ‘S’? The Religious Education of Youth in the Global Village
Authors: Hill Brian
Published: May 2015

‘GENERATION X’ HAS a pluralistic, post-modern consciousness, and regards religion as a discarded option – an impression which churches, subject to culture-lag, do nothing to dispel. Attempts to bridge the gap have included the search for a global ethic, advocacy of religious universalism and discourse privileging spirituality’ over ‘religion'. These tend to ignore the resurgence of devout conservatisms in the world religions. Amongst these is an Evangelical response I commend as ‘Renewalist'. From this position may be derived religious education policies that foster young people's search for personal meaning amidst uncertainty, guide them in dialogue with other faiths, valorise morally responsible life-styles, and enfranchise them in the life and leadership of the church.
Transformative Christian Education: A Response to Andrew Wright
Authors: Thiessen Elmer John
Published: May 2015

WHILE I AGREE with Wright that we need to push the ongoing debate regarding transformationism to its theological roots, and while I find his reconstruction of some aspects of Pauline theology interesting, I do not believe that his focus on God's covenant with believers is relevant to the problem at issue. The focus should instead be on God's covenant with nature and His covenant with all peoples of this world. I further argue that Wright does not differ from me as much as he thinks, as I am not simply a reconstructionist. Indeed, it seems to me that there is truth in each of compatibilism, reconstructionism and transformationism.
British Imperialism and English RE
Authors: Wilkins Richard
Published: May 2015

ENGLISH RE HABITUALLY repudiates any motive of converting pupils. This repudiation is so instinctive that statements are often made that an intention to convert is illegal. In fact it is not. Reasons for this denial in RE may be explained entirely by contemporary conditions. Nevertheless, this paper explores the possibility that horror of ‘proselytising’ is related to experience of managing the British Empire. It concludes that either RE will continue to be conducted on principles of imperial management; or else the imperial model should give way to a new set of assumptions.
Patient-Reported Barriers and Limitations to Attending Diabetes Group Visits
Authors: Careyva Beth A. , Johnson Melanie B. , Shaak Kyle , Stello Brian , Hansen Susan E.
Published: May 2015

Purpose: Through this exploratory study, we sought to understand why group visit participation is low among adult patients with type 2 diabetes. Methods: Eligible study participants included adult patients with type 2 diabetes. After a pilot survey was sent to a random sample of 48 patients, the remaining 187 eligible patients were invited to complete a revised version of the survey. Results: Most frequently cited reasons for not attending group visits included diabetes under control, work and/or other responsibilities, and time barriers. There was variability in the desired time for the visits, though the majority of patients preferred evening visits. While some patients reported copays as a challenge, the likelihood of attending did not decrease for this subgroup. Most patients surveyed (54%) indicated interest in diabetes group visits. Conclusion: Implementing strategies to address the patient-identified system barriers (eg, time, transportation, and copays) may increase participation in diabetes group visits.
Functional Improvement in Geriatric Hip Fractures
Authors: Seng W. R. D. , Belani M. H. , Ramason R. , Naidu G. , Doshi H. K.
Published: May 2015

Introduction:

The “Integrated Care Pathway” for geriatric intertrochanteric (IT) fractures in Singapore’s Tan Tock Seng Hospital has shown significant functional recovery in patients’ activities of daily living. However, the influence of preoperative vitamin D on functional recovery remains equivocal. This retrospective study therefore aims to determine whether patients with preoperative vitamin D deficiency have poorer functional outcomes.

Method:

A total of 171 patients who had surgical treatment for IT fractures were recruited in the study. They were categorized into group A (vitamin D deficient) and group B (normal vitamin D). Charlson Comorbidity Index (CCI) score and nutritional parameters including hemoglobin, albumin, and adjusted calcium levels on admission were recorded. The Modified Barthel Index (MBI) score was used to measure functional recovery at the following time intervals: at pre-fall, at discharge after surgery, at 6 months, and at 1-year follow-up.

Results:

The mean age of both the groups (A: 79.7 years, n = 45; B: 83.0 years, n = 126) was statistically different ( P < .05). However, the mean CCI (A: 9.42 and B: 10.13), hemoglobin (A: 12.4 and B 11.1), adjusted calcium (A: 2.39 and B: 2.38), and mean albumin (A: 33.6 and B: 33.0) of the groups were not significantly different. Furthermore, the MBI scores were not significantly different for both groups at preinjury (A: 91.5 and B: 89.4), at discharge (A: 55.2 and B: 58.9), at 6 months (A: 70.9 and B: 75.1), and at 1 year (A: 75.8 and B: 79.4).

Conclusion:

In our cohort, patients with vitamin D deficiency were younger. However, vitamin D deficiency at time of injury had no significant influence on functional recovery in patients with surgically treated hip fracture in our Integrated Care Pathway. In addition, patients who had a normal vitamin D levels had similar functional scores and improvement postoperatively and at 1 year (A: 82.8% and B: 88.9%).
Delineating the Role of Negative Verbal Thinking in Promoting Worry, Perceived Threat, and Anxiety
Authors: Hirsch Colette R. , Perman Gemma , Hayes Sarra , Eagleson Claire , Mathews Andrew
Published: May 2015

Worry is characterized by streams of verbal thoughts about potential negative outcomes. Individuals with high levels of worry (and particularly those with generalized anxiety disorder) find it very difficult to control worry once it has started. What is not clear is the extent to which verbal negative thinking style maintains worry. Our study aimed to disentangle the effects of verbal versus imagery based thinking, and negative versus positive worry-related content on subsequent negative intrusive thoughts. High worriers were trained to engage in imagery or verbal processing, focusing on either negative or positive outcomes of their current main worry. Both thinking style and valence of worry content influenced later negative intrusive thoughts that play a role in initiating worry episodes. In contrast, only valence influenced subjective ratings of worry outcomes (i.e., cost, concern, and ability to cope, although not probability), with positive valence leading to lower ratings, irrespective of thinking style.
The Coming of Brahmin Migrants: The Śudra Fate of an Indian Elite in Sri Lanka
Authors: Obeyesekere Gananath
Published: May 2015

One must be very humane to say, ‘I don't know that,’ to afford ignorance.- Friedrich Nietzsche, aphorism 229 in The Will to Power.

Most Sri Lankans assume that due to the contemporary absence of a Brahmin presence there have been no Brahmins in Sri Lanka at all, particularly among the Sinhalas, except in Jaffna and other Hindu areas where a small number of Brahmin and non-Brahmin kurukkals officiate in major temples. For Sinhala Buddhist areas, there is no record of Brahmins from the nineteenth century onwards although it is evident from historical evidence that Brahmin purhitas were present in most, if not all the kingdoms of Sri Lanka. It is often assumed that Brahmins were not part of the general population, in spite of the fact that there were constant South Indian migrations throughout history. However, palm leaf manuscripts collected over the last 10 years and written from the sixteenth century onwards by village intellectuals not only refer to the mass immigration of South Indian people but also deal with Brahmin movements into Sri Lanka, and list some of the villages they were settled in. Several contain the term Brahmin or bamunu and hence village names such as Bamunugama and Kiribamuna. Texts from an important shrine for god Skanda in the Uva district mention its founding by two Brahmin brothers and their descendants who have non-Brahmin names. Dutch sources mention the existence of Brahmins in the city of Kandy during the reign of King Vimaladharmasuriya (1591–1604). The question then is: where have all the Brahmins gone? A clue is found in two palm leaf manuscripts from the mid-seventeenth and mid-eighteenth centuries that list the names of important families in the Matale district, north of Kandy. They mention several prominent goyigama/vellala (farmer caste) families with the name ‘Brahmana’ attached to it. The article suggests that given the numerical and political importance of the goyigama caste, various migrant groups, be they merchants or Brahmins, were assimilated into that caste with the more prominent Brahmins often placed in its aristocratic segment ( radala). Recent research indicates the constant movement of Brahmins from the north to the very south of India from ancient times, and it is improbable that they did not extend their journeys into Sri Lanka. The article demonstrates their movements into Sri Lanka where they were in a sense ‘demoted’ in terms of the classical varna scheme but ‘promoted’ in terms of Sri Lankan values. The speaker will also briefly discuss the local variations of the varna scheme in relation to Brahmin migratory movements.
Earnings differentials between immigrants and natives: the role of occupational attainment
Authors: Dell’Aringa Carlo , Lucifora Claudio , Pagani Laura
Published: May 2015

This paper brings new evidence to the existing literature on earnings differentials and returns to human capital for immigrants and natives. It is the first paper analysing this topic using data drawn from the Italian Labour Force Survey, a large nationally representative dataset. We show that returns to human capital are considerably lower for immigrants as compared to natives and that there is no return to pre-immigration work experience, suggesting imperfect transferability of human capital. In the second part of the paper we explore models of occupational attainment among immigrants and the native born. Our findings suggest that, contrary to what is observed for natives, immigrants’ human capital does not contribute to getting access to high-paying occupations.

JEL classification

J31, J24, J61, F22
Paleomagnetism and U-Pb geochronology of the late Cretaceous Chisulryoung Volcanic Formation, Korea: tectonic evolution of the Korean Peninsula
Authors: Jeong Doohee , Yu Yongjae , Doh Seong-Jae , Suk Dongwoo , Kim Jeongmin
Published: May 2015

Late Cretaceous Chisulryoung Volcanic Formation (CVF) in southeastern Korea contains four ash-flow ignimbrite units (A1, A2, A3, and A4) and three intervening volcano-sedimentary layers (S1, S2, and S3). Reliable U-Pb ages obtained for zircons from the base and top of the CVF were 72.8 ± 1.7 Ma and 67.7 ± 2.1 Ma, respectively. Paleomagnetic analysis on pyroclastic units yielded mean magnetic directions and virtual geomagnetic poles (VGPs) as D/I = 19.1°/49.2° (α
95 = 4.2°, k = 76.5) and VGP = 73.1°N/232.1°E (A
95 = 3.7°, N = 3) for A1, D/I = 24.9°/52.9° (α
95 = 5.9°, k = 61.7) and VGP = 69.4°N/217.3°E (A
95 = 5.6°, N = 11) for A3, and D/I = 10.9°/50.1° (α
95 = 5.6°, k = 38.6) and VGP = 79.8°N/242.4°E (A
95 = 5.0°, N = 18) for A4. Our best estimates of the paleopoles for A1, A3, and A4 are in remarkable agreement with the reference apparent polar wander path of China in late Cretaceous to early Paleogene, confirming that Korea has been rigidly attached to China (by implication to Eurasia) at least since the Cretaceous. The compiled paleomagnetic data of the Korean Peninsula suggest that the mode of clockwise rotations weakened since the mid-Jurassic. Such interesting variation of vertical rotations in the Korean Peninsula might result from the strike-slip motions of major faults developed in East Asia (the Tancheng-Lujiang fault to the northwest and the Korea-Taiwan strait fault to the southeast), near-field tectonic forcing of the subducting Pacific Plate beneath the Eurasian Plate, and far-field expressions of the India-Asia collision.
Mobilizing Manpower for War: Toward a New History of Bolivia's Chaco Conflict, 1932–1935
Authors: Shesko Elizabeth
Published: May 2015

The Chaco War with Paraguay represented the largest undertaking by the Bolivian state up to that point and proved to be a definitive turning point in the country's social and political history. This article exposes how little we know about the conflict and examines anew how many fought, who these soldiers were, and the mechanisms by which the state recruited and disciplined them. My examination of wartime mobilization and desertion shows that the central government adopted a multipronged approach, ceding power to local actors to enact mobilization orders, negotiating with interest groups to ensure continued production and protect particular men from recruitment, and relying on violence to enforce a documentary regime. Drawing on new archival sources, most importantly the testimony from wartime military justice proceedings, the article concludes that the oligarchic state was surprisingly successful in mobilizing and retaining soldiers as it faced the formidable challenges of modern mass warfare.
Data, Data Everywhere
Authors: MacPhail Theresa
Published: May 2015

This essay examines the “era of big data” through the lens of recent attempts at its application within the realm of public health. Arguing that debates about big data’s newness or usefulness are misplaced, I suggest that big data is less about finding solutions to complex social problems than it is about discovering better — and more relevant — research questions.
Moving Rape: Trafficking in the Violence of Postliberalization
Authors: Amrute Sareeta
Published: May 2015

This article discusses violence against women in cars in India, including the recent high-profile Delhi rape case, arguing that these cases should be set in the context of economic liberalization. The dynamic between women and their drivers should be understood as a labor relationship within a mode of consumer citizenship that revalorizes Indian middle classes. I argue that the men who drive are members of a lower class with an ambivalent position in liberalized Indian economies, simultaneously excluded from protections of government and relied on to do the dangerous job of navigating roads at speed. I focus on call center drivers as an example through which to think about how such subjects figure in postliberalization Indian imaginaries—as border guards to middle-class private consumer pleasures and as call center workers with unvalorized labor. I use the cases of call center violence to illuminate the relationship between economic privatization and privacy in India today.
Claudin-4 is required for modulation of paracellular permeability by muscarinic acetylcholine receptor in epithelial cells
Authors: Cong Xin , Zhang Yan , Li Jing , Mei Mei , Ding Chong , Xiang Ruo-Lan , Zhang Li-Wei , Wang Yun , Wu Li-Ling , Yu Guang-Yan
Published: May 2015

The epithelial cholinergic system plays an important role in water, ion and solute transport. Previous studies have shown that activation of muscarinic acetylcholine receptors (mAChRs) regulates paracellular transport of epithelial cells; however, the underlying mechanism is still largely unknown. Here, we found that mAChR activation by carbachol and cevimeline reduced the transepithelial electrical resistance (TER) and increased the permeability of paracellular tracers in rat salivary epithelial SMG-C6 cells. Carbachol induced downregulation and redistribution of claudin-4, but not occludin or ZO-1 (also known as TJP1). Small hairpin RNA (shRNA)-mediated claudin-4 knockdown suppressed, whereas claudin-4 overexpression retained, the TER response to carbachol. Mechanistically, the mAChR-modulated claudin-4 properties and paracellular permeability were triggered by claudin-4 phosphorylation through ERK1/2 (also known as MAPK3 and MAPK1, respectively). Mutagenesis assay demonstrated that S195, but not S199, S203 or S207, of claudin-4, was the target for carbachol. Subsequently, the phosphorylated claudin-4 interacted with β-arrestin2 and triggered claudin-4 internalization through the clathrin-dependent pathway. The internalized claudin-4 was further degraded by ubiquitylation. Taken together, these findings suggested that claudin-4 is required for mAChR-modulated paracellular permeability of epithelial cells through an ERK1/2, β-arrestin2, clathrin and ubiquitin-dependent signaling pathway.
Insight into post-transcriptional gene regulation: stress-responsive microRNAs and their role in the environmental stress survival of tolerant animals
Authors: Biggar Kyle K. , Storey Kenneth B.
Published: May 2015

Living animals are constantly faced with various environmental stresses that challenge normal life, including: oxygen limitation, very low or high temperature, as well as restriction of water and food. It has been well established that in response to these stresses, tolerant organisms regularly respond with a distinct suite of cellular modifications that involve transcriptional, translational and post-translational modification. In recent years, a new mechanism of rapid and reversible transcriptome regulation, via the action of non-coding RNA molecules, has emerged into post-transcriptional regulation and has since been shown to be part of the survival response. However, these RNA-based mechanisms by which tolerant organisms respond to stressed conditions are not well understood. Recent studies have begun to show that non-coding RNAs control gene expression and translation of mRNA to protein, and can also have regulatory influence over major cellular processes. For example, select microRNAs have been shown to have regulatory influence over the cell cycle, apoptosis, signal transduction, muscle atrophy and fatty acid metabolism during periods of environmental stress. As we are on the verge of dissecting the roles of non-coding RNA in environmental stress adaptation, this Commentary summarizes the hallmark alterations in microRNA expression that facilitate stress survival.
Gait switches in deep-diving beaked whales: biomechanical strategies for long-duration dives
Authors: Martín López Lucía Martina , Miller Patrick J. O. , Aguilar de Soto Natacha , Johnson Mark
Published: May 2015

Diving animals modulate their swimming gaits to promote locomotor efficiency and so enable longer, more productive dives. Beaked whales perform extremely long and deep foraging dives that probably exceed aerobic capacities for some species. Here, we use biomechanical data from suction-cup tags attached to three species of beaked whales (Mesoplodon densirostris, N=10; Ziphius cavirostris, N=9; and Hyperoodon ampullatus, N=2) to characterize their swimming gaits. In addition to continuous stroking and stroke-and-glide gaits described for other diving mammals, all whales produced occasional fluke-strokes with distinctly larger dorso-ventral acceleration, which we termed ‘type-B’ strokes. These high-power strokes occurred almost exclusively during deep dive ascents as part of a novel mixed gait. To quantify body rotations and specific acceleration generated during strokes we adapted a kinematic method combining data from two sensors in the tag. Body rotations estimated with high-rate magnetometer data were subtracted from accelerometer data to estimate the resulting surge and heave accelerations. Using this method, we show that stroke duration, rotation angle and acceleration were bi-modal for these species, with B-strokes having 76% of the duration, 52% larger body rotation and four times more surge than normal strokes. The additional acceleration of B-strokes did not lead to faster ascents, but rather enabled brief glides, which may improve the overall efficiency of this gait. Their occurrence towards the end of long dives leads us to propose that B-strokes may recruit fast-twitch fibres that comprise ∼80% of swimming muscles in Blainville's beaked whales, thus prolonging foraging time at depth.