title: The role of urban topography in the orientation of Greek temples: the cases of Akragas and Selinunte

authors: Hannah, Robert

subjects: Social Sciences

abstract: It is well known that the vast majority of the Greek temples of Sicily are oriented to the rising sun. However the factors which influenced the specific orientation of each temple or of each group of temples can be of various nature and no general key is actually applicable. In particular, we show here the role of local topography in orientation, trough two relevant case-studies: the temples of the urban sector of the Valley of the Temples, Akragas, and the temples of Selinunte.

text: The role of urban topography in the orientation of Greek temples: the cases of Akragas and Selinunte It is well known that the vast majority of the Greek temples of Sicily are oriented to the rising sun. However the factors which influenced the specific orientation of each temple or of each group of temples can be of various nature and no general key is actually applicable. In particular, we show here the role of local topography in orientation, trough two relevant case-studies: the temples of the urban sector of the Valley of the Temples, Akragas, and the temples of Selinunte.

year: 2016

title: Exploring school governance in the context of local values and political influences in Lalitpur, Nepal: A narrative inquiry

authors: Adhikari, Devendra

subjects: school governance

abstract: Nepal is a surreal land of stunning Himalayas, Eastern mystics, and human civilisation rich in
culture, traditions, and architecture. In the country, Hindu values have been predominant in
shaping people's lives, including respect for schooling education. People are keen to manage
schooling education through community effort by joining School Management Committees.
After the implementation of Nepal’s 2015 Constitution, public schools came under the
jurisdiction and management of local governments. As a local in Lalitpur, Nepal, a Hindu
believer, and a former public-school teacher and administrative assistant, I became
interested in researching how people’s local values and the influence of politics build public
school governance. My curiosity was further driven by the literature review related to
school governance in Nepal where I found limited research and scholarship of areas such as
the adoption of Hindu cultural values in school governance in secular Nepal, and the
exercise of power to bring about positive reforms in school management. I formulated the
research questions: What cultural and social values of groups and communities in Lalitpur
encourage working for school governance? How do political influences shape group and
community involvement in school governance in Lalitpur?
For my methodology, I choose narrative research, which lies within a social
constructionist worldview whereby social reality is conceived as the co-creation of human
relations and interactions. I used in-depth interviews and observations of participant
engagement related to school governance, during which I interviewed 43 participants
involved in school-communities and local governments in Lalitpur. These schools were
situated in three local government units in urban, semi-urban, and rural areas with diverse
geographies and socio-cultural settings. I developed a method of thematic analysis to
interpret the participants’ stories by referencing Localism-Eastern Philosophy and New
Public Management-Global Governance theories.
I found that Hinduism connected Nepali communities and schools through religious
sentiments and made the school environments sacred and peaceful. People’s culture of care
prepared the foundation for establishing and developing schools in Nepali communities.
This caring culture has been passed on as a philanthropic value to the present generation,
which aligns with the karma theory in Hinduism. Concerning the political influences in
school governance, exercise of power has brought knowledgeable people into SMCs to
contribute to the managerial reforms and has facilitated decentralised school governance
through local governments. Findings show that locals with conservative values and some
stakeholders in schools have misused political authority to take benefits and hinder the
growth of school education.
Decentralised education governance is a new practice in Nepal, and in 2025 the
country is in a federal transition stage. New education policies are being developed, and my
research findings support the establishment of policies that incorporate people’s values and
the exercise of political authority and power.

text: Exploring school governance in the context of local values and political influences in Lalitpur, Nepal: A narrative inquiry Nepal is a surreal land of stunning Himalayas, Eastern mystics, and human civilisation rich in
culture, traditions, and architecture. In the country, Hindu values have been predominant in
shaping people's lives, including respect for schooling education. People are keen to manage
schooling education through community effort by joining School Management Committees.
After the implementation of Nepal’s 2015 Constitution, public schools came under the
jurisdiction and management of local governments. As a local in Lalitpur, Nepal, a Hindu
believer, and a former public-school teacher and administrative assistant, I became
interested in researching how people’s local values and the influence of politics build public
school governance. My curiosity was further driven by the literature review related to
school governance in Nepal where I found limited research and scholarship of areas such as
the adoption of Hindu cultural values in school governance in secular Nepal, and the
exercise of power to bring about positive reforms in school management. I formulated the
research questions: What cultural and social values of groups and communities in Lalitpur
encourage working for school governance? How do political influences shape group and
community involvement in school governance in Lalitpur?
For my methodology, I choose narrative research, which lies within a social
constructionist worldview whereby social reality is conceived as the co-creation of human
relations and interactions. I used in-depth interviews and observations of participant
engagement related to school governance, during which I interviewed 43 participants
involved in school-communities and local governments in Lalitpur. These schools were
situated in three local government units in urban, semi-urban, and rural areas with diverse
geographies and socio-cultural settings. I developed a method of thematic analysis to
interpret the participants’ stories by referencing Localism-Eastern Philosophy and New
Public Management-Global Governance theories.
I found that Hinduism connected Nepali communities and schools through religious
sentiments and made the school environments sacred and peaceful. People’s culture of care
prepared the foundation for establishing and developing schools in Nepali communities.
This caring culture has been passed on as a philanthropic value to the present generation,
which aligns with the karma theory in Hinduism. Concerning the political influences in
school governance, exercise of power has brought knowledgeable people into SMCs to
contribute to the managerial reforms and has facilitated decentralised school governance
through local governments. Findings show that locals with conservative values and some
stakeholders in schools have misused political authority to take benefits and hinder the
growth of school education.
Decentralised education governance is a new practice in Nepal, and in 2025 the
country is in a federal transition stage. New education policies are being developed, and my
research findings support the establishment of policies that incorporate people’s values and
the exercise of political authority and power.

year: 2024

title: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 - 13 of New Zealand schools to create lessons for young learners

authors: Diane, Johnson

subjects: New Zealand

abstract: In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Māori in Years 1 - 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

text: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 - 13 of New Zealand schools to create lessons for young learners In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Māori in Years 1 - 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

year: 2009-09