1993 research outputs found
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Spatiotemporal Evolution and Driving Mechanisms of Forest Tourism in Henan, Central China
No full textForest tourism is a vital avenue for promoting green consumption and constitutes a significant part of ecotourism in China. Its development offers substantial economic, social, and ecological benefits. Balancing regional economic growth and ecological conservation requires analyzing its spatiotemporal evolutionary patterns and driving factors. This study established a comprehensive and dynamic index system to evaluate the forest tourism development level (FTDL) in 18 prefecture-level cities in Henan Province from 2018 to 2021. Exploratory spatial data analysis and the geographical detector model were employed to examine spatiotemporal evolution patterns and identify the underlying driving mechanisms. The key findings are as follows: (1) the temporal evolution of FTDL in Henan Province exhibited “stratified heterogeneity and small fluctuations”, while its spatial distribution followed a “high in the southwest and low in the east” pattern; (2) over time, the spatial autocorrelation of FTDL in Henan Province shifted from positive to negative, with a gradual decline in correlation strength; and (3) eight dominant drivers categorized into four groups were identified, revealing a shift in the driving forces of forest tourism in Henan Province from environmental to economic factors. This study supports the formulation of political strategies to harmonize ecological conservation and economic development
From policy to practice: Education practitioners’ engagement with Wales’ framework on embedding a whole-school approach to emotional and mental health and well-being
Full text linkGood mental health and well-being are fundamental to the growth of children and young people, underpinning their ability to form healthy relationships and build enduring emotional resilience. In Wales, rising mental health concerns have prompted the integration of well-being into education policy, culminating in the publication of the Framework on Embedding a Whole-School Approach to Emotional and Mental Health and Well-being. This study explores how education practitioners (EPs) in Wales interpret and implement the Framework within their school settings. Using a mixed methods approach, survey responses from 85 EPs and qualitative data from 26 participants in focus groups and interviews were analysed to identify facilitators, barriers, and support needs. Findings reveal wide variability in awareness and implementation, with stronger uptake observed where leadership, collaboration, and professional learning were prioritised. Key challenges included unclear role responsibilities, limited Welsh-medium resources, and insufficient staff training. Despite these bar-riers, many reported that the Framework has helped embed well-beinginto the curriculum and school culture, fostering more preventative and sustainable practices. The study underscores the importance oftargeted guidance, ongoing capacity-building, and equitable resourcedistribution to ensure consistent and meaningful application acrossschools. These findings offer valuable insights for policy-makers seeking to bridge the gap between national aspirations and practical delivery,and reinforce the need for systemic support to embed whole-schoolwell-being as a universal priority in Welsh education
The agency of the every day: a comparative study of the Ubaid ceramic pottery and figurines from Ur and Arpachiyah
Full text linkThis thesis is a selective study of Ubaid period pottery and figurines from two Neolithic sites
in modern day Iraq. Both Ur and Arpachiyah are well known Neolithic sites, but both are
more notorious for time periods outside of the Ubaid. By focusing on the lesser-known
history of these sites, new ideas are drawn out from them, and this work highlights the Ubaid
period as important and contributing to the life history of Ur and Arpachiyah. By examining a
selection of the pottery and figurines from these sites, all discussion about these objects
comes back to the people who conceived of, made, used and discarded them. Much of the
analysis within the thesis focuses on the inherent social nature of these objects and how it
informs the lives of those using it, with their own agency. The sensory experience of handling
the pottery and figurines is considered as well, using first hand observation to understand this
fully. All pottery to be examined is painted whilst the figurines feature both painted and
unpainted examples, and the complexity, creativity and execution of this decoration will be
considered to further highlight the agency of the people who made and used these figurines.
The significance of the find context of these objects will be discussed too, as this may impact
their perceived use and importance
SKIP-Cymru: evaluating the long-term impact of SKIP teacher professional development on children’s motor competence
Full text linkMotor skill interventions addressing global developmental delays have shown to be effective, but there is limited ecological validity and evidence of long-term effects in these studies. This naturalistic, cross-sectional study compared the MC of children (n = 87) in classes of teachers previously trained in the Successful Kinesthetic Instruction for Preschoolers (SKIP)-Cymru early years motor skill program with children (n = 61) whose teachers had no training in motor skill instruction. A secondary aim assessed teachers’ ability to deliver SKIP-Cymru with fidelity 6–31 months after training. MC was assessed using the ball skills subscale of the Test of Gross Motor Development third edition (TGMD-3) and Movement Assessment Battery for Children-Second Edition. Fidelity was assessed through a fidelity of implementation evaluation completed during a lesson observation for teachers trained with SKIP-Cymru in the same week. Two, 2-Condition (SKIP-Cymru, non-SKIP) × 2-Sex (girls, boys) analyses of variances revealed a significant main effect for Condition (p < .001; TGMD-3, Movement Assessment Battery for Children-Second Edition). The TGMD-3 showed a main effect for sex. Children taught by teachers trained in SKIP-Cymru had significantly better MC than those in the non-SKIP schools, and boys outperformed girls in the TGMD-3. Teachers delivered SKIP-Cymru with fidelity of implementation (between 68% and 87%). This study provides initial evidence to support more robust training of teachers to embed principles of SKIP-Cymru in practice and impact child outcomes
New perspectives on healing collective trauma: towards social justice and communal well-being
No full textThis book examines how historical injustices, especially enslavement, colonialism, and systemic racism, continue to impact societies today. Drawing on global case studies, from the legacies of transatlantic slavery and colonialism in the Americas, to indigenous experiences of reconciliation in Canada, racial healing initiatives in the US, and community intergenerational dialogues in Africa, it explores how past traumas are transmitted across generations, shaping contemporary inequalities.
The authors argue that addressing these enduring harms requires collective healing, involving processes of acknowledging the wounds, truth-telling, reparations, reconciliation, and inclusive dialogue across diverse generations and communities. Innovative frameworks presented include “Emotional Justice”, which emphasises relational well-being and narrative transformation, and “intergenerational dialogue and inquiry” that re-affirms human dignity and restores traditional wisdom and communal resilience. The book also introduces ideas of "healing architecture" and “politics of dignity’ that outlines structural features of just society, showing how institutions and can be intentionally designed to respect equal intrinsic value of all persons, nurture social justice, and foster collective well-being.
Gathering interdisciplinary perspectives and renowned global scholars in one volume, the book offers practical strategies and hopeful narratives that demonstrate how societies can move from entrenched division towards communal healing and shared flourishing. It is an essential resource for anyone interested in creating more just, empathetic, and inclusive societies in our increasingly interconnected world
Towards Developing an Interconnected 3H Collaborative Triple Leadership Framework and the STEAM Ecosystem Theory for Effectively Promoting, Managing, and Implementing STEAM Education in Hong Kong Schools
Full text linkIn the face of rapid technological advancement, a global shift towards STEAM education is prompting, it is being viewed as a critical pathway for preparing students to thrive in the technology-driven futures. Despite its transformative potential, traditional education systems struggle to keep pace, STEAM faces barriers including definitional ambiguity, limited teacher preparation, curriculum constraints, and resource shortages. Hong Kong features a distinctive educational system characterized by its unique combination of the Eastern and Western instructional principles, in which students have to learn both English and Chinese, making STEAM learning more complicated. In Hong Kong, STEAM implementation faces significant challenges rooted in its exam-oriented culture, rigid curriculum structures, and systemic inequities across school bandings. Teachers often lack pedagogical confidence and support, while students are discouraged from inquiry-based learning due to high academic pressures. These barriers raise critical concerns about the feasibility and equity of STEAM integration within Hong Kong’s traditional education framework.
By conducting semi-structured in-depth interviews with principals, and frontline STEAM teachers of various school types, rich and nuanced data are obtained from their stories, emotions, and insights. Through thematic analyses of data, the research explores leadership styles, management strategies, and practical solutions that contribute to effective STEAM integration. The study also investigates the underlying causes of implementation inefficiencies and examines how model schools of STEAM education have achieved success, aiming to discover findings that will provide practical insights to advance equity, to overcome cultural and systemic roadblocks, and to enhance the sustainability of STEAM education in Hong Kong. The research findings highlight widespread support for Hong Kong STEAM education’s role in fostering creativity, innovation, and problem-solving skills among students. Notably, leadership of the Hong Kong Education Bureau, principals, teachers, and students emerged as one of the key factors contributing to the program’s success through distributed and collaborative leadership models. However, the effectiveness of implementation varied significantly across school types, and their challenges encountered became increasingly diverse.
To overcome the challenges, holistic and human-centered strategies are needed. The research based on the 3H framework, encompassing the cognition of head, the emotion of heart, and the action of hands to offer a holistic approach that encourages collaboration among the EDB, school principals, and STEAM educators in unified efforts to elevate STEAM education. A new conceptual framework was developed and introduced under the name: Interconnected 3H Collaborative Triple Leadership Framework. The framework promotes a balanced development of intellectual capabilities, emotional intelligence, and practical skills among the EDB, school principals, and STEAM teachers. It encourages educators to collaboratively design learning experiences that are meaningful, values-driven, and action-oriented for the benefits of students. The framework aligns with key leadership theories to offer a comprehensive lens for managing educational transformation. Leadership must be redefined to inspire and empower collective action for fostering STEAM’s inclusive learning environments. However, leadership is not the sole influencer that leads to STEAM’s success. By viewing education and innovation as interconnected systems, this research introduces a novel theoretical framework known as the STEAM Ecosystem Theory, which emphasizes holistic development, fosters creativity, and promotes cross-disciplinary synergy. The theory synthesizes seven foundational theories to illuminate the design, implementation, and sustainability of interdisciplinary education. It conceptualizes STEAM education as a dynamic, multi-level system in which learning is inquiry-driven, socially embedded, and culturally grounded, it emphasizes the importance of strategic partnerships, resource negotiation, and planning to foster enduring interdisciplinary innovation. By mapping interactions across levels, the STEAM Ecosystem Theory offers a robust model for implementing and scaling STEAM initiatives in diverse educational landscape of Hong Kong.
The research provides evidence-based and practical insights that can navigate policymakers, educators, students, and stakeholders to make well-informed decisions to embrace the technological future. Different techniques are employed to enhance the study’s credibility and reliability, such as in-method triangulation, and detailed transcription. The generalization of this research is considered achievable, and its findings have the potential to be transferable to other studies with similar attributes and contexts
Eighty Days
Full text linkEighty Days is a poem written in collaboration with the digital location application what3words and was generated by inputting the travel destinations of Jules Verne’s fictional protagonist Phileas Fogg. When working with non-human collaborators we are, perhaps inadvertently, establishing a mode of practice in which the cultural privilege afforded to human authorship is reoriented to formulate a new collaborative paradigm. This poetic gesture considers this new paradigm in relation to the Derridean supplement, the methodological approaches of the OuLiPo group and the production of socio-digital linguistic rhythms
Musical Curiosity: Edward Jones’s Global Contexts for Welsh Song
No full textThe publication of Edward Jones’s Musical and Poetical Relicks of the Welsh Bards in 1784 was a landmark in the development of Welsh Romanticism. Jones’s collection brought together 59 Welsh tunes and songs, prefacing them with an introduction – titled “An Historical Account of the Welsh Bards, and their Music and Poetry” – that presents his work as a record of survival against the odds. What remained, Jones argued, was an unrivalled tradition of national poetry and melody: “There is no living nation that can produce works of so remote antiquity, and at the same time of such unimpeached authority as the Welsh”.
Jones’s Relicks quickly became a key reference point in contemporary perceptions of Wales. But less well-known is that he also went far beyond Welsh material in his musical career, publishing wider European (Norwegian, Finnish, Maltese, Greek) and even global (Indian, Chinese, Indigenous Australian) song in the little-studied volumes he created after 1794. This article takes the 200th anniversary of his death in 2024 as the impulse for a fuller assessment of his decades-long career in music collecting and publishing. Jones never stopped working with Welsh song, publishing his final collection, Hên Ganiadau Cymru (“Old Songs of Wales”), at the end of his life in 1820. Given that fact, what forms of identity and nation – Welsh and otherwise – emerge in the international purview of the volumes he produced after Relicks
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