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Site-seeing: Reflections on visiting the Auschwitz-Birkenau State Museum with teenagers
Get PDFThis paper considers how the Auschwitz Birkenau State Museum is experienced by teenage visitors on organized visits with the Holocaust Educational Trust (UK). The findings presented are based on semi-structured interviews with twelve 17 year olds, exploring their emotional engagement with the sites and how they perceive and understand this emotional interaction. The findings suggest that young people experience their visit in a variety of ways, and that this is an incomplete and ongoing process in their learning. The paper raises a number of considerations for educators taking educational visits to the museum, to support pupils in their learning
Teacher of Right:Rousseau at the Limits of the State
Get PDFThis chapter problematises a double bind in the political and educational thought of Jean-Jacques Rousseau. On the one hand, and contrary to the thought of some of his philosophical interpreters, it shows that Rousseau is absolutely assured of the variable qualities of already existing political or social bodies, and that he is sensitive to the relative applicability of political right to them. On the other hand, though, this chapter claims that Rousseau is also absolutely assured that he, and his principles of political and educational right, as laid out especially in the Social Contract and Émile, have something to add to all of these contexts. A body politic can, for Rousseau, vary, but principles of right only vary inasmuch as they must adapt these variable bodies politic. The most problematic feature of this latter position is the implied necessity of imposing the logic of the state from the Social Contract onto existing forms of social organisation, including those that are or might seek to be stateless. Rousseau is, in his own understanding, the teacher of political and educationa
Using written, audio and video vignettes to translate knowledge to elite strength and conditioning coaches
Get PDFResearch has shown that vignettes are useful in disseminating complex and applied information to practitioners (e.g., Douglas & Carless, 2008) with research mainly utilising written and audio vignettes to disseminate good practice (e.g., Perrier, Smith, & Latimer-Cheung, 2015; Smith, Tomasone, Latimer-Cheung, & Martin-Ginis, 2015). The current study examined the utility of a research-based vignette, presented in different formats (written, audio, video), to disseminate information to elite strength and conditioning (S&C) coaches. A single vignette was developed in three formats: a written, an audio, and a video vignette. The vignette involved an experienced S&C coach as the main character, and the plot outlined how this S&C coach aimed to learn more about effective coaching. Nineteen elite S&C coaches reflected on the utility of different vignette formats. Data were analysed using a thematic analysis (Braun, Clarke, & Weate, 2017). Overall, the results suggest that vignettes are useful in translating knowledge and encourage action, regardless of which format is used. Furthermore, the S&C coaches reported a preference for the video format, due to the video’s ability to communicate emotional, verbal and non-verbal behaviours. Practically, the vignette prompted the S&C coaches to reflect on areas such as coaching philosophy and values resulting in initial changes in their coaching practice
Christian Leadership in School:An initial review of evidence and current practices - Full Report
Get PDFThis is an initial review of thinking about Christian leadership in schools. Leadership is one of the most extensively researched of all social processes. It has generated many well-evidenced frameworks and many of these approaches to leadership have become global brands. The subjects of school leadership and Christian leadership have, in recent decades, also generated a considerable amount of research. Christian leadership in schools is a smaller and more recent field of study.The Church of England’s vision for education is laid out in a document of the same name (The Church of England Education Office, 2016). It aims to help school leaders reflect on the theological issues of education. The vision is based on the central claim that God is ‘concerned with everything related to education’. In order to develop thinking about the leadership that might be relevant for putting such a vision into practice, this review focuses on some fundamental questions:• What is Christian leadership in schools?• What does the evidence tell us about what ‘works’ in Christian leadership in schools?• How strong is the evidence base?In doing so, it raises a number of questions that Christian leaders may wish to ask in order to achieve a rich balance of pedagogical and theological reflection
The first shrine to Epona found in Britain - Meonstoke hexagonal building excavations 2018
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Brain-derived neurotrophic factor val66met polymorphism is associated with a reduced ERP component indexing emotional recollection
No full textThe Met allele of the brain-derived neurotrophic factor (BDNF) Val66Met polymorphism is associated with reduced functioning of the amygdala and hippocampus. It has been linked to major psychiatric conditions, including depression and post-traumatic stress disorder, and is associated with deficits in episodic memory. The precise mechanisms of the BDNF gene’s influence on emotional memory are not well characterized, especially its impact on recognition. Two electrophysiological experiments of emotional memory were run on two independent samples genotyped for BDNF Val66Met. Event-related potentials (ERPs) corresponding to the recognition of negative and neutral words (Experiment 1, N = 37) and negative and positive words (Experiment 2, N = 23) were recorded, and the late parietal component (LPC), typically associated with conscious recollection, was analyzed. In Experiment 1, a reduced LPC was observed in Met carriers (N = 12) compared to Val homozygotes (N = 25) in the negative condition, but the group difference was not present in the neutral condition. In Experiment 2, the reduced LPC was seen in Met carriers (N = 12) compared to Val homozygotes (N = 11) across both conditions. This study provides the first evidence of an association between the BDNF Val66Met genotype and the late parietal electrophysiological component, suggesting that the conscious experience of emotional recollection may differ according to BDNF Val66Met genotype. Further, these results suggest that this effect is likely due to emotional arousal rather than valence polarity. Results were discussed with reference to the possible mechanisms by which emotional recollection deficits may contribute to psychopathology
