bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Student Teacher's Personal Pathway to Education for Sustainability
Authors: Kennelly Julie , Taylor Neil , Maxwell Tom 
Published: February 2017

AbstractIncreasing attention is being given to the inclusion of Education for Sustainability in pre-service teacher education. However, there is little research to explain why and how early-career teachers include Education for Sustainability in their work, or how teacher education providers can encourage and support them to do this. Through analysis of two interviews this paper examines the way in which a pre-service primary school teacher interprets her role in Education for Sustainability. Her personal reflections on the manner in which her life experiences, including her own schooling, have influenced her intentions as teacher are explored. Her university teacher education program in Education for Sustainability and her teaching internship experience also appear to have influenced her teaching goals. The profile presented in this paper outlines her intentions and sense of identity as teacher and how that has developed and is expressed. Conclusions centre on the relevance of her reflections for education for sustainability in pre-service teacher education. In particular, her example demonstrates how the development of pedagogical content knowledge relevant to Education for Sustainability during the pre-service years can play an integral part in an individual's decision-making when teaching.
Community Environmental Education as a Model for Effective Environmental Programmes
Authors: Blair Morag 
Published: February 2017

AbstractThe benefits of community environmental education outlined in environmental education literature are supported by the findings and implications of a research study undertaken in New Zealand. Evidence from a two-case case study suggests that environmental programmes guided by the key principles and practices of community environmental education, that is, public participation, environmental adult education and environmental communication, can produce effective environmental outcomes. Indeed, these cases indicate that the principles and practices of public participation provide a catalyst for genuine collaborative efforts between different organisations and local communities. Results also indicated that environmental adult education strategies can empower community members to critically evaluate local environmental issues, which in turn resulted in a commitment to improving the local environment. I thus argue in this paper that the principles and practices of community environmental education can provide benchmarks for cross-sectoral collaboration and assist communities in reaching environmental solutions.
Issues in Renewable Energy Education
Authors: Thomas Chacko , Jennings Philip , Lloyd Bob 
Published: February 2017

AbstractRenewable energy education is evolving rapidly in response to drivers such as oil depletion and global warming. There is a rapidly increasing level of student interest in these topics and a growing demand from industry and government for skilled personnel to develop sustainable energy systems and greenhouse solutions. Several Australian and New Zealand Universities have taken up this challenge. This article reviews the global and local state of renewable energy education. It identifies approaches, issues and challenges facing sustainable energy educators and proposes some solutions to these problems.
Intrinsic Changes: Energy Saving Behaviour Among Resident University Students
Authors: Black Rosemary , Davidson Penny , Retra Karen 
Published: February 2017

AbstractThis paper presents the results of a study that explored the effectiveness of three intervention strategies in facilitating energy saving behaviour among resident undergraduate university students. In contrast to a dominant practice of motivating with rewards or competition this study sought to appeal to students' intrinsic motivations. An experimental design was used with two intervention groups and a control group. The interventions were the provision of real-time feedback provided by an inhouse energy consumption display unit (ecoMeter) and a targeted social marketing approach. They were evaluated using energy consumption data and self-report data from the participants via an on-line survey and focus groups. Across the three research phases the rate of reduced electricity consumption for the interventions ranged from an average of 17% to 28% less than the control group. The findings provide evidence that facilitation of intrinsically motivated behaviours can result in reduced energy use and greenhouse gas emissions.
The Penalties Rule and the Promise Theory of Contract
Authors: Saprai Prince 
Published: February 2017

The rule against penalty clauses in contract law sits uneasily with the promise theory of contract. According to the rule, if contracting parties agree a monetary remedy for breach which is substantially in excess of what would be required to compensate the claimant then that remedy is not enforceable. If contracts enforce promises however one would expect to see these clauses enforced. The rule appears therefore to be an example of a contract doctrine that diverges from promise. Promise theorists tend to respond to divergent doctrines in one of three ways, they either: seek to accommodate these doctrines within the promise principle, or they repudiate them, or finally they justify these doctrines on the basis of the specific legal context within which they operate.I argue that in the case of the penalties rule all of these standard responses would fall short. These responses are inadequate because they are premised on the claim that the promise principle is the only general moral principle relevant to evaluating contract law, or that it has overriding justificatory priority when it conflicts with other moral concerns. I argue that a richer conception of the moral principles that bear on contract and how they interact offers a way forward for justifying the rule.
Mandates of the State: Canadian Sovereignty, Democracy, and Indigenous Claims
Authors: Rollo Toby 
Published: February 2017

Indigenous peoples encounter restrictions on their modes of reasoning and account-giving within democratic sites of negotiation and deliberation. Political theorists understand these restrictions as forms of exclusion related to what theorist Iris Young has called the ‘internal exclusion’ of subordinated perspectives and theorist James Bohman has referred to as the ‘asymmetrical inclusion’ of such perspectives. ‘Internal exclusion’ refers to ways in which actors are formally accepted into decision-making processes, only to find their perspectives disqualified due to informal but no less pervasive criteria of exclusion. ‘Asymmetrical inclusion’ refers to the undue burdens placed on marginalized peoples to persuade dominant communities. It is argued in light of these problems that more inclusive institutions as well as the cultivation of an ethos of receptivity will be necessary for genuine inclusion. I argue that this focus on enriching dialogue can mischaracterize the nature of disagreement between Indigenous and non-Indigenous peoples.Disagreement does not only arise between opinions or discourses that can be articulated and judged, but also at a deeper level, between the background assumptions against which practices of articulation and judgment are understood. Territorial state sovereignty, I argue, is a background understanding that can render sites of democratic negotiation inhospitable to Indigenous claims. I conclude that when thinking through Indigenous equality and autonomy, theorists should be attuned to the sites and conditions of dialogue that might serve to reinscribe relations of domination and exclusion.
Task Force: A Senior Seminar for Undergraduate Majors in International Studies
Authors: Ellings Richard J. , Rush Kimberly , Cushman Andrew H. 
Published: February 2017

Task Force is a small group seminar required of all seniors in the Henry M. Jackson School's International Studies Program at the University of Washington. Five or more seminars are offered in the winter quarter, and each focuses on a current policy issue. In recent years, Task Forces have dealt with such topics as strategic arms control, apartheid, United States policy towards Central America, the future of NATO, and United States trade with Japan. The following is an abridged version of the handbook which serves as a general guide for Task Force students, instructors, and evaluators.The International Studies Program at the Jackson School introduces undergraduate students to world affairs through traditional and multidisciplinary coursework. Its curriculum draws on economics, geography, history, political science, sociology, languages and literature, religious studies, and many other disciplines. The program also recognizes that the study of international affairs is rooted in policy issues and processes. It is this notion which underlies the concept of Task Force.The organization and operation of Task Force were inspired by the Policy Conference of Princeton University's Woodrow Wilson School of Public and International Affairs. The Policy Conference, which was initiated in 1930, consists of 25-30 people and operates much like a Presidential Commission or other investigative group. Its members explore a policy problem through research and discussions with experts; they debate the merits of policy proposals and arrive at a set of policy recommendations.
Computer Applications in Teaching International Political Interaction
Authors: Sadow Jeffrey D. , Jordan Robert S. , Sanchez-Navarro Paul 
Published: February 2017

As the computer more and more becomes a tool to further quantitative political science research, the data analysis function threatens to overshadow the use of computers as information processors. Among the many functions of contemporary computer software is the ability to move text from user to user. These packages, available on almost any mainframe system, generally take the form of “electronic mail” systems and have proven invaluable for academics in communicating with each other around the world, making information thousands of miles distant seem located just around the corner.Mail systems do not diminish in utility even when used just around the corner. Users recognize the benefit of distant information acting as if of local origin, but should not miss the converse. Information local in nature, in using mail systems, can appear to originate from sources far away if the users choose to view the information in that fashion. In essence, mail systems provide the means to model a framework simulating interaction among international political actors.Thus the computer provides an ideal instrument to model diplomacy in the classroom and can aid instruction on the concept of diplomacy. When taken in the abstract, it seems difficult to teach diplomacy. Several questions arise concerning the concept's place in academia. First, why teach it? The answer lies in the state system. Nations behave as to achieve goals. War presents the starkest and most violent means to attain them, but nations often can eschew war and pursue goals by peaceful meansn—diplomacy. To creditably teach the behavior of nations requires investigation of diplomacy.
The Crisis of Teaching Crisis Decision Making
Authors: Friman H. Richard 
Published: February 2017

Decision making under conditions of crisis is an integral part of international relations. Yet in most introductory IR texts, crisis decision making consists of Graham Allison's models, the Cuban missile crisis, and updated examples, discussed in five pages or less. In supplementing such texts, instructors of international politics at the introductory level may find themselves skirting Scylla and Charybdis. In the cliffs lies the extensive simulation exercise requiring additional readings and valuable class time to establish the game. Ahead, lies the whirlpool of detailed historical case studies all vying for attention as the necessary cases for relating to the student experience.Over the past few semesters, I have sought to resolve this dilemma with a simple simulation exercise that integrates current events with the basics of decision making under crisis. The demands on class time are minimal. The simulation adds anywhere from 30 minutes to one hour to the regular classroom time spent on discussing foreign policy decision making. Instructor preparation merely requires a scan of reference materials and some creativity. The results, in terms of student interaction, awakening the shy student, and promoting learning instead of regurgitation of simple facts have all been extremely positive for classes as small as 25 students and as large as 65 students.
Global Education for the Secondary and College Student
Authors: Hughes Steven , Otero George 
Published: February 2017

What's worth teaching and how to teach it are two questions we constantly pose to ourselves. As we ponder these, we inevitably run into two other questions: how to engage those who are less than fully motivated and how to involve students in learning about a world which is so incredibly complex and where virtually all issues are so globally interdependent. Because of the conditions of complexity and interdependence, we label ourselves global educators and what we do as global education.George initially became concerned with these problems as a middle school teacher in Colorado. Later, as director of the Center for Teaching International Relations (CTIR) at the University of Denver, he was involved in developing strategies for student centered, interactive learning.Steve has taught political science at a state university in California. Several years ago, he became convinced that the input, lecture based mode of learning he employed was terribly inadequate. So the search began for alternatives which eventually led to meeting George and to our subsequent collaboration.The purpose of this article is to share some of the activities we have found to be successful in addressing our concerns. These activities have been used in a variety of settings: residential programs for approximately 35 high school students from all over the country, held at Las Palomas de Taos; the Tennessee Governor's School for International Studies, which is a four week, summer program for 150 high school students; workshops for elementary and secondary educators; and a variety of college courses including Global Politics American Government, and Public Policy Making.
Starting with the TA: Training the Professor of the 1990s
Authors: Ryan Michael P. 
Published: February 2017

Virtually half of today's professors will retire in the coming decade (Bowen and Sosa, 1989). This creates both an urgent need and a great opportunity for American colleges and universities to recruit a new generation of educators. Most of the future faculty are in graduate school today. How can this cohort best be prepared today to become effective classroom teachers?Many universities now have teaching assistant training programs and others are establishing them. Most TA training programs, however, are prompted by short-term concerns about the quality of instruction given undergraduate students today rather than by long-term concerns about the quality of the professoriate tomorrow (Sell, 1987). Since TAs in doctoral granting institutions do a large share of the teaching of undergraduates, short-term concerns are important. Nevertheless, TA training can and should be designed to serve both short- and long-term goals. The TA training program that seeks to achieve long-term goals must deliberately plan its program so that important skills associated with the professor, but not commonly associated with the TA, are taught. Two of these important skills are employed before the first class: course planning and syllabus writing.Course planning, an activity that occurs before the first class (Stark et al., 1989), improves the course significantly for both teacher and student by clarifying goals and determining ways of achieving them. The syllabus explains the course plan (as well as other information) to the student and, hence, communicates information crucial to the success in the course.
The Teacher and Nonverbal Communication
Authors: Arnold Gregory B. 
Published: February 2017

In writing of the seven deadly sins of college teaching, Eble (1983:3) observed that “Arrogance, Dullness, Rigidity, Insensitivity, Vanity, Self-Indulgence, and Hypocrisy” are sins as deadly to students' chances of learning “as the traditional deadly sins were to chances of salvation.” Focusing on “dullness,” Eble comments that though it is a seemingly benign sin, it competes for the “highest (or lowest) place.”With this in mind, and on the assumption that instructors are the dominant influence in the classroom, the major focus for many researchers has been the analysis of teacher behavior. From their studies five characteristics of effective college teachers have been identified: scholarship (Mayhew, 1980); interest in subject (Beatty and Behnke, 1980); enthusiasm in presentation (Barr, 1981); keen wit (Bryant, et al., 1980); and the ability to dramatize a subject (Norton and Nussbaum, 1980). Consequently, the communication style of instructors has emerged as a prevailing factor in the teaching-learning process and has served as the basis of a growing body of research.In the usual college classroom environment, communication is the central element in teaching. Norton's studies (1983) offered evidence showing perceived teacher effectiveness to be related to a teacher's perceived communication style, while Scott and Nussbaum (1981) found students' perceptions of teachers' communication styles to be associated significantly with student achievement. In the last instance, the findings showed that an instructor's perceived adeptness in communication was highly related to a student's evaluation of the overall performance of that instructor in the classroom.
The Introductory Urban Politics Course
Authors: Schmandt Henry J. , Wendel George D. 
Published: February 2017

This article discusses (1) the extent to which an introductory course in urban politics is currently offered by political science departments in American colleges and universities; and (2) the thrust or orientation of such a course as reflected in survey responses, syllabi, and textbooks. The discussion is based principally on the findings of a mail survey of the 485 political science departments listed in the 1987 Directory of Undergraduate Political Science Faculty and of the 246 departments listed in the 1986 Guide to Graduate Study in Political Science, both compilations published by the American Political Science Association. A total of 377 completed questionnaires were returned, for a response rate of 51 percent. Approximately one-fourth of the respondents also furnished copies of course outlines as requested.The answer to the question of whether political science departments offer the introductory urban politics course recalls the old bromide of the “half full” or “half empty” water glass. Forty-nine percent of the respondents stated that they offer such a course while 51 % answered in the negative. A small minority questioned the importance of the offering, one respondent commenting, “An urban politics course is not of central importance to an undergraduate curriculum in the liberal arts.” Most non-offering departments, however, tended to be apologetic about the absence of the course from their curriculum, citing various reasons for its exclusion. The two factors most frequently mentioned are lack of resources (31 %) and the coverage of urban material in a state-local government offering (39%).
Introducing Students to Reference Sources in Comparative Politics
Authors: Boenau A. Bruce 
Published: February 2017

Daunting challenges of teaching an introductory comparative politics course make it almost fanciful to urge over-burdened colleagues to take on one more task: to introduce undergraduates to standard reference sources in college and university libraries. And yet the task, I submit, needs to be done.Like many others, I long took for granted that students would know or soon discover the treasures hidden in library reference sections. I assumed, for example, that students would know where to look for bibliographical sources for term papers. I reacted with scholarly indignation when they locked in orbit around Time, Newsweek, and U.S. News & World Report. I had trouble understanding why other students contended that topics involving recent political events could not be researched, because no books had yet been written on them. I was baffled by the frequent inability of students to obtain biographical information on major foreign leaders, to check the names of party candidates, to find election results, or to learn the composition of cabinets or politburos (admittedly a dicier problem these days).One solution was to prevail upon the excellent reference librarian at our college to brief introductory students on the holdings of the college library. As informative as these briefings were, I came to fear that even the most receptive students were in a passive mode, lacked a sense of immediate relevance, and would soon forget what they were hearing unless they were asked to put it to early use.
Sequential Writing Assignments in International Relations and American Government Survey Courses
Authors: Selcher Wayne A. , McClellan E. Fletcher 
Published: February 2017

Like many colleges and universities. Elizabethtown College has adopted a writing-across-the-curriculum program that attempts to establish writing as a principal means of communication and as a tool for the development of intellectual skills. Set to begin in Fall 1990 as part of a new core curriculum, the program requires that each core course provide writing assignments that “emphasize the process of writing or rewriting in response to critical evaluation by faculty and/or peers.” A major stimulus to the development of the program was an NEH Summer Seminar on Writing Across the Humanities, conducted on campus in 1985 by faculty in the College's Professional Writing Program.The Department of Political Science, with four professors, has been an active promoter and participant in the campus writing program. Most of our own less formal conclusions about the role of writing in learning are congruent with those of the Harvard Assessment Seminars. We, too, find that close faculty-student interaction in assignments spread out sequentially provides the writer with directive and suggestive comments in a less threatening and more encouraging way. Such consultation leads to a higher quality final product and student mastery of more skills in style, organization, and analysis of substance. Two assignments that have worked particularly well for us at the introductory level are the foreign policy issue brief in the international relations course and the issue analysis project in American national government.