Collaborative environmental projects in a multicultural society: working from within separate or mutual landscapes?

A multicultural socio-environmental project that is framed in the ideas of education for sustainability brought together Jew and Arab students was investigated to identify the participants’ views of the program’s objectives and their accomplishments. We investigated the project’s strengths and weaknesses according to the participants’ views and the way culturally diverse students addressed the main local socio-environmental conflict related to conservation versus development of a local creek. The participants agreed that the environmental objectives were properly attained, while the social objectives were accomplished to a limited extent. All the participants emphasized the importance of multicultural knowledge and expected to learn and work together. We found different views of the Jewish and the Arab participants regarding expectations, collaboration and overall satisfaction, with higher expectations of the Arab students and leaders. The students’ views of the local conflict varied but were not associated with their ethnic background. We suggest that the differences between the groups result from the different positions and needs of each community, and mainly as a consequence of the difficulties that the Arab minority faces in Israel. Overall, we found that the project allowed the expression of multiple voices of both groups, and suggested an applicable program for education for sustainability in a multicultural society.      

Michaud,Montrond, Mazloum and the First History of the Crusades in Arabic

This short notice provides a novel and preliminary analysis of the source for the first Arabic history of the crusades, and contributes to the understanding of the penetration of the crusades as a distinct phenomenon into the Islamic world. The Arabic history, Min Ta?rīkh al-?urūb al-muqaddasa fī l-mashriq al-mad?ūwa ?arb al-?alīb was published in Jerusalem in 1865 under the authorship of the (late) Melkite patriarch, Maximos III Mazloum (d. 1855). The book was a modified translation of the French Les Guerres saintes d’Outre-Mer, ou tableau des croisades, retracé d’après les chroniques contemporaines, published in 1840 by Maxime de Montrond, who was heavily inspired by Michaud's Histoire des croisades. Though created in a Christian Francophile milieu, it seems clear that the Arabic translation was intended not only for a Christian audience, but also for a Muslim readership, as evidenced by examples, provided here, of the modifications of the French original.     

The origins of research into the origins of life

Most scientists at the end of the 19th and the beginning of the 20th century chose to ignore the question of the origin of life on Earth, regarding it as too mysterious and complex to handle. Yet, in the early 1950s an experimental field devoted to the study of the problem made its first steps. The pioneering theories of several scientists in the first decades of the 20th century played a major role in this transformation, notably those of the Russian biochemist Alexander I. Oparin and the British geneticist and biochemist J.B.S. Haldane. The ideas of the lesser-known American psycho-physiologist Leonard Troland also made a significant contribution to subsequent developments in origin-of-life research. Therefore, it is well worth taking a look at the professional, philosophical and ideological commitments that shaped the approaches of the three scientists to origin-of-life research.     

职业概念的性别差异研究——以男女经理为例

研究与男女两性形成职业经理人的有关问题,包括组织中管理身份的改变以及男女两性在工作、生活和家庭中身份的改变。研究基于对来自4个IT企业的15位男女经理的深度访谈,并以此探究他们在管理身份、职业和工作——生活关系上的观念变化,特别强调从性别角色出发进行分析,以揭示职业概念上的性别差异。     

Does the accuracy matter? Accurate concept map feedback helps students improve the cohesion of their explanations

Students are often challenged by the demand of writing cohesive explanatory texts. Prior research has shown that providing students with concept map feedback that visualizes explanatory cohesion deficits helped students generate more cohesive explanations. We conducted an experiment to investigate whether the accuracy of the provided information within the concept map feedback affected students’ improvements of cohesion. Accordingly, we varied the represented accuracy of information within such concept maps: Students either received accurate concept map feedback that depicted the real relations between concepts, as well as the authentic cohesion gaps in their explanations, or students received inaccurate concept map feedback, which depicted randomly drawn relations and random cohesion gaps. Additionally, in a baseline condition, students did not receive any feedback. We found that the students in the accurate feedback condition generated more cohesive explanations than the students in the no-feedback condition, whereas the students in the inaccurate feedback condition lay in-between. Evidently, providing feedback in general can be regarded as beneficial to enhance students’ writing. However, the accuracy of the provided feedback further impacts the effectiveness of computer-generated concept maps.     

A study of the metadata creation behavior of different user groups on the Internet

Metadata is designed to improve information organization and information retrieval effectiveness and efficiency on the Internet. The way web publishers respond to metadata and the way they use it when publishing their web pages, however, is still a mystery. The authors of this paper aim to solve this mystery by defining different professional publisher groups, examining the behaviors of these user groups, and identifying the characteristics of their metadata use. This study will enhance the current understanding of metadata application behavior and provide evidence useful to researchers, web publishers, and search engine designers.     

Assessing the impact of a program designed to develop sustainability leadership amongst staff members in higher education institutes: a case study from a community of practice perspective

This study focuses on the impact of a sustainability leadership development program (SLDP) designed to develop staff members as leaders who encourage sustainability practices within institutions of higher education (IHE). Using the framework of community of practice (CoP), we explored the program’s contribution by interviewing 16 staff members who had attended the program. At the individual level, we found that the SLDP provided participants with opportunities to learn from and with other members of the CoP and to engage them in debate about the various meanings of ‘sustainability’, increasing their environmental awareness and their environmental involvement within the IHE’s community. At the institutional level, the SLDP disseminated the college’s socio-environmental mission statement, increased its administration’s commitment and involvement, served as a platform for addressing local socio-environmental problems and initiated an Education-for-Sustainability (EfS) activists’ network. However, the participants indicated that the SLDP had limited impact on the environmentalism of other staff members and that the on-going mentoring and support from the college administration was insufficient. This study highlights the importance of such EfS professional programs to the development of both staff members and entire institutions as sustainability leaders. It also suggests ways to increase staff involvement in institutional EfS discourse.     

Making ‘place’ for ecological sustainability in early childhood education

Culturally, childhood is often understood as a time of innocence which can mean that issues such as ecological sustainability are considered too problematic for early childhood practice. By drawing on findings from a research project that focused on issues of ecological sustainability in early childhood centres in New Zealand from Western and indigenous perspectives, this article contributes a critical perspective of ecological sustainability as an educational issue in early childhood education (ECE). The article falls into two parts: the first section gives an overview of some of the conceptual and theoretical issues that underpin critical perspectives of childhood, and provides a context for current global ECE discourse, while the second section introduces the research project and discusses the intersections of ‘local’ and ‘global’ in light of teachers’ emerging ‘pedagogies of place’. The intent is to demonstrate that critical engagement with such complex global issues as ecological sustainability generates spaces for new understandings of how ECE can contribute to theory and practice of education for sustainability.