bluuebunny/crossref_metadata_2025 huggingface dataset:
Learning for Stewardship in the Anthropocene: A Study with Young Adolescents in the Wet Tropics
Authors: Thorne Marcia
Published: July 2017

Enhancing student capacity to act for sustainability is recognised as an important strategy for reversing current patterns of environmental degradation. To achieve this, the emerging Australian Curriculum incorporates a sustainability cross-curriculum priority, designed to ensure students develop the necessary knowledge, skills, values and world views to contribute to more sustainable patterns of living. Stewardship has an important role to play in helping to develop sustainable patterns of living. However, it is not known to what extent or how the sustainability cross-curriculum priority includes stewardship.This research investigates sustainability teaching and learning from an environmental stewardship perspective. Education based on environmental stewardship aims to develop an ethic of care for the natural and built world. Proponents of environmental stewardship argue that the approach is effective because it provides a foundation for the development of well-being, critical thinking and problem solving in tandem with the desire and confidence to act to maintain life supporting Earth Systems.This research will apply an explanatory sequential mixed methods research design to map and review environmental stewardship in the Australian Curriculum’s sustainability cross-curriculum priority and in Year 10 students and teachers in the Wet Tropics region of Australia. Research methods will include a document analysis of the Australian Curriculum’s sustainability cross-curriculum priority; and survey and interviews to understand student and teacher subjective foundations of environmental stewardship and the expression of stewardship in school and life contexts. Subjective foundations include the existent aspirations, values and knowledge that guide student and teacher thinking and action for stewardship. Analysis and synthesis of this data, through a stewardship lens, will inform a stewardship pedagogical framework that will complement the sustainability curriculum.
Education to Enhance Vietnamese Coastal Communities’ Adaptive Capacity to Cope With Climate Change
Authors: Nguyen Thi Huong Tra , Boon Helen , King David
Published: July 2017

Vietnam is highly vulnerable to the impacts of climate change, particularly in poor coastal communities. While external climate change projects have been conducted in some coastal provinces, including Ha Tinh, there is a lack of local education programs to enhance communities’ awareness and adaptive capacity to cope with climate change. Therefore, a community education program is proposed to help Ha Tinh locals adapt to climate change. The aim of this paper is to present a brief literature review, including: identifying key concepts, overviewing global climate change, analysing climate change and climate change adaptation in Vietnam, as well as theoretical frameworks.
Tensions Associated With Enacting Care Theory: A Self Study
Authors: Tucker Katherine , Lewthwaite Brian
Published: July 2017

This study attempts to locate care and caring in teaching practice. Specifically, the study examines how one pre-service teacher, with a personal imperative to care, mediates the space between performativity and caringUsing self-study methodology, the study attempts to make sense of the “theory/action dialectic” (Osborne, 2003, p. 17) of enacting care theory in a classroom through these tensions. Through the recursive analysis of a self-study research portfolio with a critical friend, the study revealed two key tensions between one’s actions and intent and between safety and challenge. The study produced significant implications for my own personal and pedagogical development as a beginning teacher. Furthermore, it has implications for future research into pre-service teacher learning and the way teachers both problematise their practice and consider care in early childhood classrooms.
Conference Program
Authors: Lewthwaite Brian , Lim Lai Kuan , Carter Margaret
Published: July 2017

Conference program with notes on contributors.
Talanoa and Habermas’s Theory of Communicative Action: Journalistic Practices in the Tropical Pacific
Authors: M’Balla-Ndi Marie , Newlands Maxine
Published: July 2017

Western journalism educators can learn from Pacific island communicationpractices to improve ways of sharing knowledge across the tropics. Often Western journalists reporting on events in the tropics do so through a lens of parachute journalism. This paper analyses current Western journalism and communication practices in the Pacific and draws on concepts relevant to general communication such as talanoa and Habermas’s ‘Theory of Communicative Action’ (1989). Three key points are argued in this paper: firstly, that traditional communication practices in the South Pacific and Pacific region more generally, are alive, well, and highly relevant to Western journalistic practice; secondly, that parachute journalism has a high potential to damage communication practices in the South Pacific; and finally, that Western journalism education should embrace concepts such as talanoa in order to be better informed in policy and knowledge-based decision making processes in the South Pacific.As discussed through examples of the communication of issues of social justice and indigenous rights, innovative communicative approaches which take into consideration oceanic knowledge, along with applicable Western theoretical paradigms, have significance and merit for future media and communication professionals and educators.
Heritage Lost or Fortune Found: Issues and Dilemmas concerning Tourist Development within Local Communities
Authors: Ross Glenn
Published: July 2017

The past, for individuals and for communities, has a potent presence; it has, in no small measure, the power to shape perceptions of current well-being as well as optimism for the future. Major discontinuities as between the past and the present can occasion widespread and negative consequences in the life of many members of a community; this is particularly so if such changes are perceived as having been imposed without prior consultation and agreement. The severity of this situation is even further compounded if changes lead to a diminution or degradation of heritage and cultural environments within a community. For many community members, a profusion of shopping centres, of roads and highways and of leisure facilities can be no adequate replacements for the loss of their historical and cultural heritage; these typically constitute vital elements of their community and indeed individual identity. Nor can an increase in various types of employment adequately replace an abiding sense of personal well-being that frequently accompanies sensitive and competently-managed change, the hallmark of which would see the interests and rights of community members, both the powerful and the powerless, taken into account and not subordinated in the maximization of profit. Whilst tourism development is often widely regarded as heralding unalloyed riches to those communities in which it appears, this paper examines some of the more baleful effects upon heritage that have now been associated with unrestrained and insensitive tourism development. The paper presents issues found most problematic to many local residents; it then examines the historic precinct of Cannery Row in Monterey, noting some of the less desirable changes to heritage that have been occasioned by tourism development in recent years. Finally, suggestions are offered in regard to how local community members might be more empowered in their responses to future unrestrained negative developments affecting their local heritage.
THE PERCEIVED IMAGE OF TRANSJAKARTA BUS RAPID TRANSIT
Authors: Warman Andri , Firdaus Muhammad Iqbal , Rahmawati Aisyah
Published: July 2017

Public transport services provided by Bus Rapid Transit TransJakarta has been launched by the local government of DKI Jakarta as a mass and rapid transport mode that can attract the users of personal vehicle to use this mode of transport. Although the passengers are increasing, but the condition has not reached the optimum level yet. This study is done as an attempt to map the image perceived by the users, either frequent users, occasional users, or non-frequent users. The image projected by the users will depend on the experience degree and information each individual has. The method used here is descriptive analysis and reduction factor to obtain the dimensions of image in the respondents’ mind toward TransJakarta bus. The result shows five dimensions that construct the image, namely affective dimension (Eigenvalue = 5,488, or 26% of all variances), dimension of vehicle aspects (Eigenvalue = 1,794, or 8.5% of all variances), dimension of service characteristic (Eigenvalue = 1,635, or 7.8% of all variances), dimension of impact on the trip (Eigenvalue = 1,348, or 6.4% of all variances), and dimension of impact on the user/other people (Eigenvalue = 1,088, or 5.1% of all variances).
Reflection as a Strategy for Teaching Performance-Based Assessment
Authors: A. Fallon Moira , C. Brown Susan , C. Ackley Blaine
Published: July 2017

Educational reform has provided an impetus for teachers to use more authentic assessment in the classroom, having students demonstrate understanding or knowledge through the performance of tasks or skills. Performance-based assessment (PBA) is a concept that inservice teachers and preservice teachers themselves need to understand and use. In this study the authors identify one critical component for PBA participants, that of self-evaluation using the reflective process. Results show that the process of self-evaluation using reflection is critical to concrete aspects of PBA and has implications for schools, teachers, and students. Several self-reflective activities are presented and qualitative findings are discussed.
Teaching Portfolios for Preservice Self-assessment: Rural Interns' Perceptions
Authors: Smith Douglas James
Published: July 2017

This paper shares nine Saskatchewan rural school division directors' and 11 rural preservice teachers' perceptions about teaching portfolios during, and ajier a I6-week internship. Data were gathered ji-om surveys and a focus group interview. Although olle director found portfolios too time consllming, the remaining eight supported portfolio construction and stated that they positively influenced directors' hiring decisions. The interns felt prepared to create portfolios, and offered suggestions for program improvements, but were less certain about budgeting time and using the documents for personal reflection. Positive prospects, reflection issues, and jilfllre improvements are shared.
Choice Theory: A New Psychology 0/ Personal Freedom. William Glasser. New York: Harper Perennial, 1998. The Language ofChoice Theory. William Glasser & Carleen Glasser. New York: Harper Perennial, 1999.
Authors: Novak John
Published: July 2017

William Glasser has been around for a long time. For the last four decades he has been at the evolving forefront of the movement for therapeutic approaches to education. Starting out with a behavioural orientation in the 1960s, his first version of reality therapy was an intuitively rich but, by his own admission, a theoretically misguided perspective. At the end of that decade he applied this concept to creating "schools without failure" and gave new life to classroom meetings. In the 70s, with added enthusiasm, he extended his outlook and wrote about an identity society and the contentious concept of positive addictions as ways to move people towards pro-social behaviours. However, it was not until the 80s that he found a deeper theoretical orientation for his clinical intuitions. Disavowing his previous behaviourist perspective, he modified William Powers's (1973) cybernetic theory in order to develop a systematic perceptual approach to counselling (1981). This approach emphasized people's internal motivation and their desire to bring about a match between internal reference perceptions and external perceptions. Later that decade he applied this perceptual approach to education and management. In the early 90s he combined his perceptual approach with the born-again Deming movement and wrote about quality schools and teachers. Now, as that decade has come to an end, he has once again consolidated his theoretical work and become even more focused in its application.
The COlIStruction of the Self: A Developmental Perspective. Susan Harter. New York, NY: Guilford Press, 1999.
Authors: Bosacki Sandra Leanne
Published: July 2017

Within the fields of educational and developmental psychology, interest has grown concerning the question of how cognitive and socioemotional processes work together to construct pathways for the self. In particular, researchers and educators have become increasingly interested in the role that the school plays in children's self-development. According to Jerome Bruner, "the single most universal thing about human experience is the phenomenon of the 'Self" (1996, p. 35) and advocates that education is crucial to its formation. However, despite the strong theoretical claims linking a child's sense of self to school experience, there has been a lack of systematic research on the self within the school context.
Induction and Mentoring Perspectives of Incoming Pre-service Faculty of Education Students
Authors: Chodzinski Raymond T. , Graham Joanne , Kirkwood Kris
Published: July 2017

Research to determine beginning teacher expectations and perceptions about preservice programmes and induction practices and how those can be translated into meaningful experiences during the formulation stages of a beginning teacher's career is important. What is reported here comprises a general and partial summary of the results of the first phase of a two-part study in progress that addresses this concern.
Reflections from the Dean, Faculty of Education, Brock University
Authors: Manley-Casimir Michael
Published: July 2017

The opportunity to contribute an editorial to the founding issue of Teaching and Learning is a privilege and I would like to begin by commending Dr. Ray Chodzinski, Associate Dean, Hamilton Campus for his vision, his energy and initiative in bringing this publication to fruition. The topic is acutely appropriate at this time in Ontario with the provincial government's decision to impose its teacher testing initiative on the teachers of the province.
Using Assessment to Inform Instruction for Early Literacy: A Schools Story
Authors: Spence Dorothy
Published: July 2017

The difference between using assessment to make a statement about where exactly a students stands in relation to the expectations and to make decisions about what that child should be taught next is subtle but extremely important in the beginning stages of the acquisition of reading skills. Teachers have always, to a certain extent, tried to do this and this article explores our attempt at St. Helen Catholic Elementary School in Hamilton to use assessment to do strategic teaching.
Bullying: Perspectives on Research and Interventions
Authors: Chodzinski Raymond T. , Pepler Debra , Rigby Ken
Published: July 2017

While reviewing various articles submitted for this issue I thought that there are experts on bullying who are probably not familiar with the Teaching and Learning journal but might be willing to contribute their viewpoint if they were invited to do so. With that premise in mind I contacted Dr. Debra Pepler of the La Marsh Institute, York University and Dr. Ken Rigby of the University of South Australia. Both are highly respected contributors to the international literature about bullying in schools and communities. Both readily agreed to be part of an on-line interview process.
Toward a Bully-free Communtity: The Case of Hamilton, Ontario, Canada
Authors: Vaillancourt Tracy
Published: July 2017

Bullying, defined as repeated, intentional abuse on the part of one or more person more powerful than the victim (Olweus, 1978), is a pervasive problem that directly and chronically affects approximately 10% of school-aged children worldwide (see Smith, Morita, Junger-Tas, Olweus, Catalano, & Slee, 1999).
Preventing School Bullying: Identification and Intervention Strategies Involving Bystanders
Authors: Marini Zopito , McWhinnie Mamie , Lacharite Monique
Published: July 2017

An effective prevention strategy must start with a clear understanding of the behaviour involved; in the case of bullying some of the latest research provides a good starting point. Recent studies have demonstrated that bullying or "the abuse of physical and psychological power for the purpose of intentionally and repeatedly creating a negative atmosphere of severe anxiety, intimidation and chronic fear in victims" (Marini, Spear & Bombay, 1999, p. 33) is one of the most pervasive and serious socioeducational problems facing students (Juvonen & Graham, 2001; Olweus, 2001; Rigby, 2002). Studies suggest that bullying behaviours have a much earlier onset than previously thought, the number of students affected is rather high (10% to 15% report being often victimized), the range of behaviours involved can be quite severe, and the consequences are long lasting (Craig, Pepler & Atlas, 2000; Kochenderfer & Ladd, 1996; Loeber & Hay, 1997; Olweus, 2001; Smith, Cowie, Olafsson & Liefooghe, 2002). With the acknowledgement that bullying is "commonplace" in school settings and a serious problem for many students, issues related to possible prevention, have become the focus of attention.
I Lost my Son to Bullying: A Mother's Voice Speak Out
Authors: Nastoh Nasima
Published: July 2017

It is my pleasure to talk with you this morning about my son Hamed. He was a good boy who was bullied so much that he did not know what to do and so chose to take his own life on March 11, 2000. I cried very hard when I found out. In fact I screamed and called him to come to me and give me a big hug because I could not believe he was gone. I miss him so much. I lost Hamed because he was tortured and tormented by his schoolmates. I felt helpless, confused, sad, lost, and frustrated for a long time. I still do. My heart is broken forever but I decided to talk to you today hoping that perhaps by talking about Hamed and what happened to him it might help other mothers and other children who are suffering. I read to you a talk I gave to students and teachers at a Youth Forum called Diversity and Respect held Sunday, March 21, 2000. That day was called Hamed Nastoh's Anti-Bullying Day.
The Canadian Safe School Network: Fostering Partnerships to Reduce Bullying
Authors: Auty Stuart
Published: July 2017

This publication of Teaching and Learning provides a number of valuable perspectives on the characteristics and extent of bullying behaviour, and offers strategies to reduce or prevent it. It also serves to raise the consciousness about the importance of this issue to everyone who is associated with the care and education of children and youth. In so doing, it encourages ongoing dialogue and cooperation among many partners who share a common commitment to maintaining safe and caring learning environments for children. The Brock-Golden Horseshoe Educational Consortium is to be commended on this effort to inform its constituency about this very critical educational issue.
Story Telling is Not Fibbing!
Authors: Hamilton Cecil
Published: July 2017

We all have a favourite story or stories that we have filed away in our memory banks. These may be fables, fairy tales, stories of family origins as told by an elderly relative or be even a naughty tale picked up from one of our friends and retold to a few of our buddies. When one shares one's favourite story one becomes a storyteller. This art of passing on information orally dates back to a much earlier time. The purpose of this article is not to deal with the development of oral language and the sharing of information around a smoldering fire but rather to deal with storytelling as an essential building block in the reading process.
Improving Literacy Skills A Call to Action
Authors: Education Association Canadian
Published: July 2017

A anadian Agenda for Literacy must take a life course perspective, addressing factors from before birth to old age that positively impact literacy development and that are amenable to public policy action. The agenda should include policies aimed at (a) improving literacy skills and (b) ensuring that literacy skills are required and valued in both social and economic contexts.
The Learning Faculty: Characteristics of Graduates
Authors: Heap James L.
Published: July 2017

A journal titled Teaching & Learning is perfectly situated by title and audi ence, as a place for reflections on the wide-ranging impact of a focus on learning within a Faculty of Education. As the new dean, I want to share ideas about learning that excite and animate us daily to become The Learning Faculty. In particular, I want to tell you what we are doing at the Faculty of Education to identify the characteristics of graduates that we most value. We need your ideas, as administrators and teachers, about the characteristics that teachers will need in the coming decades so that we, collectively, can ensure that graduates of Brock University pre-service and in-service degree programs are prepared to serve the needs of Ontario.
Working with Adult Learners In a Community College Setting PromotingResillence: Using Lessons from My Teacher Education Program
Authors: Moukperian Sharon
Published: July 2017

Almost one decade ago, I graduated from the teacher education program at Brock University. My motivations for entering the program were not those traditionally associated with beginning teaching. I held no desire to enter the elementary or secondary classroom, and any nurturing needs that I anticipated were satisfied by my experiences raising five children.
Eating disorders and student wellness: Important information for teachers and parents
Authors: Bear Merryl
Published: July 2017

Teachers who encounter students with severe eating disorders in classrooms often find the situation challenging beyond their immediate experience and training. They are often at a loss with respect to strategies and techniques to assist and provide counsel. Teachers need to ensure that their school has an appropriate and well-stated policy and that procedures are communicated effectively and clearly. Most important is that students who experience eating disorders know that they can find support and assistance at school. Research is clear that students manage disorders much better when teachers and support staff are well-informed about the complexity of the issues, understand the syndrome, are informed about the various types of disorders and most important, can communicate to students and parents about the various treatment and strategies. It is also important that age appropriate information be available. School personnel must ensure that the academic, physical, and social needs of students who experience eating disorders be met in ways that preserve student self esteem and dignity.
Coping with Stress in the Special Education Classroom Can Individual Teachers more Effectively Manage Stress?
Authors: Brownell Mary
Published: July 2017

Meeting the daily learning and behavioral needs of students makes teaching a stressful job. Although not all stress associated with teaching is negative, stress that reduces a teacher's motivation can have deleterious effects such as alienation from the workplace, absenteeism, and attrition. In fact, when special education teachers are highly stressed by the unmanageability of their workload, they are more likely to leave the special education classroom (Miller, Brownell, & Smith, 1995). The ability to successfully manage stresses related to teaching is critical if special education teachers are to survive and thrive in the classroom.
Exploring the Relationship Between Physical Education and Physical Activity
Authors: Lu Chunlei , Lisio Amanda De
Published: July 2017

The lack of knowledge within the educational profession, related to physical activity and physical education, is jeopardizing the implementation of quality physical education at both elementary and secondary school levels. Despite the effort of the academic community to broaden the awareness of each concept, an alarming number of people within the educational profession still reference each term interchangeably (AAHPERD, 2008; Fishburne & Hickson, 2005). The purpose of the following paper is to re-examine the relationship between physical activity and physical education in an attempt to further progress the understanding of, and identify the appropriate function of, each within a teaching-learning environment. The paper will build on current literature involving the correlation between physical activity and physical education. Ultimately, by further clarifying the role of each, the paper can support every educator in the successful implementation of Daily Physical Activity (DPA) and a quality physical education program for every public school.
The Observed Impact of Teachers’ Capacities on Learning Community Implementation: A Participant-Observer Case Study
Authors: Pancucci Sonya
Published: July 2017

I am interested in understanding how Ontario elementary teachers use their capacities to inform learning community implementation. To answer this question I conducted two sets of interviews and recorded my daily observations of 15 elementary school teachers and 4 administrators in research journals and field logs. My dissertation work was completed over a 4 month period during the 2006-2007 Academic School Year as a participant-observer in two different school districts (one Catholic and one Public School Board) in Ontario, Canada. The learning community model is purported to produce effective professional development that improves teaching and learning within schools (DuFour, 2004; DuFour & Eaker, 1998; Fullan, 1995; Louis, Kruse, & Marks, 1996; Scribner et al., 1999; Skytt, 2003). By examining how teachers’ capacities guided and sustained the process in two elementary schools in two school districts I anticipated determining some key characteristics that ultimately may provide a framework for learning community professional development implementation at the local school level.
Understanding Disability and Culture while Enhancing Advocacy
Authors: Gallagher Tiffany , DiGiorgio Carla , Bennett Sheila , Antle Karen
Published: July 2017

In Canada’s increasingly multicultural society, a common understanding of the basic rights of individuals with disabilities in educational and workplace settings is essential for educators to provide appropriate programs and inclusive opportunities. This paper will describe a three-year project that the Faculty of Education at Brock University has begun with six other international post-secondary institutions in an attempt to cross cultural barriers in the field of advocacy for persons with disabilities. Over the course of two years, 40 Canadian students and 30 European students will be involved in an international course and internship experience. This is intended to be an experientially-based, intensive immersion experience in disabilities instruction. It is expected that the participants will begin to view disability from a human rights perspective and to return home with the cultural knowledge and understanding of disability needed to promote a more inclusive society.
Building teachers’ capacities one teacher at a time within a learning community framework: A retrospective analysis
Authors: Pancucci Sonya , Cornett Kathryn
Published: July 2017

The purpose of this paper is to present how teachers build capacity within a learning community. Two participant researchers, acting as facilitators and co-teachers in an Ontario elementary public school literacy initiative, applied a learning community model for professional development to determine its impact on teachers’ capacity, and on students’ standardized test scores. Data collection included meeting notes from weekly modelling sessions and bi-weekly learning community meetings, field logs, reflection statements from teachers and principal, and documents (such as team-constructed lesson plans and lesson materials). Findings indicated that the use of a learning community to promote collaborative planning, sharing of effective or best practices for teaching, and modelling of literacy components, was valued by teachers. As well, the collaborative learning experience encouraged teachers to take on increasing responsibilities for planning and delivering lessons, promoting a cohesive learning situation for students, as indicated by significantly improved standardized test scores as measured by the Education Quality and Accountability Office Test (EQAO Test), and staff attitudes towards the use of the learning community, as a means of professional development.
An Analysis of Correlations among Secondary School Physical and Health Education Teachers’ Beliefs and Instruction
Authors: Lodewyk Ken R.
Published: July 2017

This paper reports the underlying theory, methods, results, and conclusions of a study investigating relations among 26 ninth and/or tenth grade physical education teachers’ age, beliefs about knowledge, ability, and the need for cognition, and their preferred instructional methods and aims. Each has been associated with a variety of outcomes in physical education. Results revealed that most teachers preferred a relativist worldview and more highly valued curricular outcomes such as fitness, character, and community, to skill and knowledge. More autonomous practices were associated with a contextualist worldview and to a high belief in the need for cognition, and negatively to a realist perspective and to direct teaching. Finally, a contextualist worldview, a higher need for cognition, and higher incremental ability conceptions, and lower entity ability conceptions were statistically correlated to lower (more availing) beliefs in the simple-integration and stable-expertise of knowledge. Implications for scholars and practitioners are asserted.
Expanding Educators’ Awareness of Youth Homelessness through Critical Dramatic Inquiry
Authors: Wager Amanda , Winters Kari-Lynn
Published: July 2017

This article explores how educators use drama in conjunction with critical inquiry to support students’ sustained notions of equity and engagement. After participating in a Mantle of the Expert (Heathcote & Bolton, 1995) — a participatory, drama in education inquiry — eleven educators enrolled in a university drama course gained a broader awareness of poverty, enabling them to refute stereotypes of homeless youth. Findings demonstrate that critical dramatic inquiry has the potential to bridge cultural divisions and increase group awareness of social justice initiatives. Additionally, for many of the participants the Mantle opened their eyes to a new pedagogy — a method and practice of teaching that was both critical and participatory.
Gay-Straight Alliances: Making Ontario Schools Safe and Inclusive
Authors: Kitchen Julian , Bellini Christine
Published: July 2017

Gay-straight alliances (GSAs) have become widespread in Ontario schools and, starting in 2012, all schools are required to permit students to form GSAs. While American research suggests that GSAs have a positive impact on school safety and inclusion, there is little research on the impact of GSAs in Ontario schools. This study, based on a survey of 30 educators working with GSAs, suggests that policy changes in Ontario have had a positive impact on school climate for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, and that GSAs contribute to the development of safer and more inclusive schools. The next phase of the research will probe more deeply by increasing the number of respondents and conducting interviews with 14 participants.
Learning Benefits for K-5 Students with Pets and Other Living Organisms on the Environmental Playground
Authors: McCartney Robin , Wadsworth Donna
Published: July 2017

This paper describes an environmental research project investigating the learning benefits for 380 elementary (K-5) students when classroom pets and other living organisms were included on the school’s new environmental playground. Teacher candidates from a local university completed field experiences focusing on student learners’ experiences during class time and on the playground. Data sources included interviews, exit questions, reflective journals, and photographs from the perspective of teacher candidates regarding (K-5) students, and teachers. Results suggested that children are making connections to responsibility, respect, nurturing, and knowledge of animal life on and off the playground.
Pertussis surveillance and control: exploring variations and delays in testing, laboratory diagnostics and public health service notifications, the Netherlands, 2010 to 2013
Authors: Heil Jeanne , ter Waarbeek Henriëtte L G , Hoebe Christian J P A , Jacobs Peter H A , van Dam Dirk W , Trienekens Thera A M , Cals Jochen W L , van Loo Inge H M , Dukers-Muijrers Nicole H T M
Published: July 2017

Pertussis is most severe among unvaccinated infants (< 1 year of age), and still leads to several reported deaths in the Netherlands every year. In order to avoid pertussis-related infant morbidity and mortality, pertussis surveillance data are used to guide pertussis control measures. However, more insight into the accuracy of pertussis surveillance and control, and into the range of healthcare and public health-related factors that impede this are needed. We analysed a unique combination of data sources from one Dutch region of 1.1 million residents, including data from laboratory databases and local public health notifications between 2010 and 2013. This large study (n = 12,090 pertussis tests) reveals possible misdiagnoses, substantial under-notification (18%, 412/2,301 laboratory positive episodes) and a delay between patient symptoms and notification to the local public health services (median 34 days, interquartile range (IQR): 27–54). It is likely that the misdiagnoses, under-notification and overall delay in surveillance data are not unique to this area of the Netherlands, and are generalisable to other countries in Europe. In addition to preventive measures such as maternal immunisation, based on current findings, we further recommend greater adherence to testing guidelines, standardisation of test interpretation guidelines, use of automatic notification systems and earlier preventive measures.
Transnational Entrepreneurship & Ghanaians Abroad: What are the Motives? A Case Study in Europe and United States of America.
Authors: Asiedu Elvis
Published: July 2017

Using data collected from Ghanaians living in the United Kingdom, and the USA; this research examined the motives that drive the performance of transnational entrepreneurship, the mobility involves and why such businesses normally fail. The study was conducted in 2013-2017; with a population size of 120 Ghanaians living in the UK and the USA. The objective was to find out what really drives the performance of these entrepreneurs who operate in a condition where costs may be known but rewards are uncertain, yet they are motivated. The research employed both deductive and exploratory approach and the methods were both primary and secondary. The study focused on small-scale entrepreneurs who run their businesses through personal social connections.The general results show that though individuals motives for seeking self-employment are diverse and numerous; and differ on certain points. However, there are some basic motives common to all and that is majority of the respondents with the average score of 63.3% supported that Economic Mobility, Financial Independence, Success Perspective, and Social Factors, are the most driven factors for the engagement in transnational entrepreneurship.  We discovered that in a small-scale business, where most often do not have the needed managerial capabilities to engage in corporation, trust can be used to avoid loses that might come as a result of someone’s misconduct.  We also discovered that the successes of these entrepreneurs are based on attitudinal; the degree of embededdness in the home country; personal and the institutional regulations of the destination countries. The results found that Ghana Transnational Entrepreneurs (GTE) are more into Merchandising Business with (59.21%) as compared to Service Business (34.21%) and Manufacturing Business (10.53%); and such businesses are managed and run mostly by their families (59.21%). Ashanti Region of Ghana was spotted to be more involved in doing business with 52.63%. Int. J. Soc. Sc. Manage. Vol. 4, Issue-3: 210-222
A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge Regarding Prevention of Anemia among Adolescent Girls in A Selected Senior Secondary Schools of, Bharatpur
Authors: Gopal Ram , Chand Tara
Published: July 2017

Anemia is a condition in which the number of red blood cells or the amount of hemoglobin is low. Red blood cells contain hemoglobin protein that it enables them to carry oxygen from the lungs and deliver it to all parts of the body. A study conducted to assess the effectiveness of structured teaching programme on knowledge regarding prevention of anemia among adolescent girls in a selected senior secondary schools of Bharatpur. During the study, 60 adolescence girls were selected for them pretest is administered for assessing knowledge. After evaluation pretest score was showing lower knowledge regarding prevention of anemia then structured teaching program on knowledge of prevention from anemia administered after one week post test conducted by using same questionnaire this time girls shows increased knowledge regarding prevention of anemia and they are following healthy food habits for the prevention of anemia. Results showing adequate knowledge various methods are used for measuring the variables such as mean, mode, and standard deviation for significance of demographic variables chi square test were used there is no significant demographic variables.Int. J. Soc. Sc. Manage. Vol. 4, Issue-3: 192-197
Relation between Extent of Participation and Extent of Knowledge of Farm Women in Various Farms Practices
Authors: Mishra R. , Gupta A.K.
Published: July 2017

Agriculture is an important part of India's economy and at present it is among the top two farm producers in the word. This sector provides approximately present of the total number of jobs available in India and contributes around 13.5 percent to the GDP. Agriculture is the only means of living for almost two-thirds of the employed class in India. As being stated by the economic data of financial 2014-15, agriculture has acquired 13.5 percent of India's GDP. The agriculture sector of India has occupied almost 43 percent of India's geographical area agriculture play a vital role in the in the Indian economy over 70 percent of the rural house hold depend on agriculture. Agriculture is an important sector of Indian economy as it contributes about 60 percent job the population. the food grain protection has form 57 million tons (MT) in 1950-57 to268MT during 2013-14 highest ever since independence. In the years since its independence, India has made immense progress towards food security. Indian population has tripled, and food - grain production more than quadrupled. There has been a substantial increase in available food-grain per capita. Present study was carried out in two blocks of district Satna with 120 farm women. Eight farm practices were selected after the consultation with officials and farmwomen. Correlation coefficient was used to find out relation between extent of knowledge and extent of participation of the farmwomen with regard to the practices. It was found that there is a equal variables positive and negative, significance and non-significant relationship between participation and knowledge of the respondents.Int. J. Soc. Sc. Manage. Vol. 4, Issue-3: 198-201
Connection without Engagement: Paradoxes of North American Armenian Return Migration
Authors: Fittante Daniel
Published: July 2017

Return migration from the diaspora to the ancestral homeland has emerged as an important sub-field within migration studies. The scholarship has introduced new ways of understanding migratory trajectories by exploring the roles of migrants’ ethnicity and imagination and has identified novel ways of unpacking migratory patterns whose motivations are not centered on economic mobility. But the scholarship has introduced a paradox by documenting both returnees’ ethnic and sentimental motivations and the unexpected difficulties they encounter once they have settled in their perceived homelands. The current research project investigates the experiences of North American Armenians who have “returned” to Armenia. It seeks to extend the existing theoretical framework by demonstrating how ancestral returnees sustain a powerful feeling of connection to a country while simultaneously harboring a sense of disengagement from local practices.
Comparative Constructions of Malaysian Indian Class Dynamics: K.S. Maniam’s The Return and Preeta Samarasan’s Evening Is the Whole Day
Authors: Pillai Shanthini , Shangeetha R.K.
Published: July 2017

This article presents a glimpse into the literary writings emanating from a community that has, at best, remained at the margins of global South Asian diasporic literary scholarship: that of the Indian diaspora in Malaysia. It begins with a brief historical overview of the Malaysian Indian community together with an overview and cartography of Malaysian Indian writings. It then develops a comparative analysis of the representation of an issue quite central to Malaysian Indian identity politics, that of caste and class, in two novels: The Return by K.S. Maniam, an established Malaysian writer, and Evening Is the Whole Day by Preeta Samarasan, the newest writer to emerge from this community. The ultimate aim of this article is to show that if one steps closer to the canvas and look deeper at the representations of the community in literary texts that contextualize and individualize the Malaysian Indian experience, then intra-ethnic heterogeneity and conflicts within the diasporic community, as well as the forms of subaltern positioning, become visible, and they insistently reveal that such a community is as heterogeneous as its global counterparts.
When the Guest becomes the Host: Review ofFamiliar Strangers: The Georgian Diaspora and the Evolution of the Soviet Empire
Authors: Manning Paul
Published: July 2017

Erik Scott’s book Familiar Strangers begins with a tantalizing paradox: How did Georgians, a small people numerically, come to play a role as internal diaspora out of all proportion to their numbers in the Soviet Union from start to finish? I argue that in the thread that ties together the many examples of Georgian ethnic strategies (including the changing, but continuous, presence of Georgians in political and cultural life of the Soviet Union), Scott rightly focuses on the varied affordances of the Georgian table, both the “edible ethnicity” of Georgian food and wine but also the traditions of hospitality centered on this commensality and the forms of networking arising from it, which took hold in Soviet Culture beginning with Stalin. When Soviet citizens became guests at the Georgian table, a paradoxical inversion of guest-host relations occurred, so that the whole Soviet Union became, in effect, the guests of Georgian hosts. As Scott argues, it was precisely through making their own food, drink, and attendant rituals of hospitality central to Soviet rule and Soviet life that Georgians moved from being metaphoric ethnic guests in a host society to hosts within the imperial capital itself.
Evolutionary Optimization for Robust Epipolar-Geometry Estimation and Outlier Detection
Authors: Shahbazi Mozhdeh , Sohn Gunho , Théau Jérôme
Published: July 2017

In this paper, a robust technique based on a genetic algorithm is proposed for estimating two-view epipolar-geometry of uncalibrated perspective stereo images from putative correspondences containing a high percentage of outliers. The advantages of this technique are three-fold: (i) replacing random search with evolutionary search applying new strategies of encoding and guided sampling; (ii) robust and fast estimation of the epipolar geometry via detecting a more-than-enough set of inliers without making any assumptions about the probability distribution of the residuals; (iii) determining the inlier-outlier threshold based on the uncertainty of the estimated model. The proposed method was evaluated both on synthetic data and real images. The results were compared with the most popular techniques from the state-of-the-art, including RANSAC (random sample consensus), MSAC, MLESAC, Cov-RANSAC, LO-RANSAC, StaRSAC, Multi-GS RANSAC and least median of squares (LMedS). Experimental results showed that the proposed approach performed better than other methods regarding the accuracy of inlier detection and epipolar-geometry estimation, as well as the computational efficiency for datasets majorly contaminated by outliers and noise.
Non-Local Effects in Brillouin Optical Time-Domain Analysis Sensors
Authors: Iribas Haritz , Urricelqui Javier , Mompó Juan , Mariñelarena Jon , Loayssa Alayn
Published: July 2017

Brillouin optical time-domain analysis (BOTDA) sensors have great potential to provide distributed measurements of temperature and strain over large structures with high spatial resolution and measurement precision. However, their performance ultimately depends on the amount of probe and pump pulse power that can be injected into the sensing fiber, which determines the signal-to-noise ratio of the detected measurement signal. The probe wave power is constrained by the generation of noise induced by spontaneous Brillouin scattering and at lower power by the so-called non-local effects. In this work, we focus on the latter. We review the physical origins of non-local effects and analyze the performance impairments that they bring. In addition, we discuss the different methods that have been proposed to counteract these effects comparing their relative merits and ultimate performance. Particularly, we focus on a technique that we have devised to compensate non-local effects which is based on introducing an optical frequency modulation or dithering to the probe wave. This method is shown to provide a comprehensive solution to most of the impairments associated with non-local effects and also to enable some side benefits, such as amplification of the pump pulses to compensate the attenuation of the fiber.
3D Model Identification Using Weighted Implicit Shape Representation and Panoramic View
Authors: Jin Xun , Kim Jongweon
Published: July 2017

In this paper, we propose a 3 dimensional (3D) model identification method based on weighted implicit shape representation (WISR) and panoramic view. The WISR is used for 3D shape normalization. The 3D shape normalization method normalizes a 3D model by scaling, translation, and rotation with respect to the scale factor, center, and principal axes. The major advantage of the WISR is reduction of the influences caused by shape deformation and partial removal. The well-known scale-invariant feature transform descriptors are extracted from the panoramic view of the 3D model for feature matching. The panoramic view is a range image obtained by projecting a 3D model to the surface of a cylinder which is parallel to a principal axis determined by the 3D shape normalization. Because of using only one range image, the proposed method can provide small size of features and fast matching speed. The precision of the identification is 92% with 1200 models that consist of 24 deformed versions of 50 classes. The average feature size and matching time are 4.1 KB and 1.9 s.