Survivors of Political Violence: Conceptualizations,Empirical Findings,and Ecological Interventions

There is a vast body of literature on survivors of political violence that has emerged over the past several decades. Most studies focus on the psychological effects of political violence on survivors, as understood within the Western framework of mental health. Studies that conceptualize and examine models that account for the complexity of the ecology of political violence are scarce. This paper synthesizes current conceptual and empirical findings about survivors of political violence. Interventions stemming from an ecological framework are also reviewed.     

Listening to grandmothers

In this column, three proud grandmothers share their unique stories and eloquently describe the transforming experience of becoming a grandmother and the joy associated with witnessing their daughters giving birth.     

Using Tasks to Explore Teacher Knowledge in Situation-Specific Contexts

Research often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers’ views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of $ {\left| x \right|} + {\left| {x - 1} \right|} = 0 $ ) of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore.     

Intellectual giftedness: Economic,political, cultural,and psychological considerations

The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings.     

Development of the social network b-learning in the University of Alicante

This work describes the genesis, articulation and consolidation from 2007 of a social network of b-learning （blended learning） in the UA （University of Alicante） （Spain）, with the institutional backing of the Office of the Vice President for Education Technology and Innovation, and the momentum and advice of professor Angel Fidalgo （UNESCO （United Nations Educational, Scientific and Cultural Organization） chair for University of Management and Policy）. The social network currently has more than 25 teachers, working on different work linkages with the university, implementing or intending to apply the teaching methodologyb-learning during the course 2007-2008 in a variety of courses and degrees. To do so, several resource centers （blogs, wikis, Wimba Create （before CourseGenie）, etc.）, and digital platforms （Virtual Campus of the UA, Moodle, etc.） are used.     

Faculty and student perceptions of outstanding university teachers in the USA and Russia

The majority of research that relates teacher characteristics to student learning in the university has come from Western universities. Using various methodologies, research continues to examine the characteristics of outstanding university teachers. Much of that research in the USA assesses faculty and student perspectives. However, there are nearly no cross‐cultural comparisons on this issue. We examined faculty and student perspectives about outstanding university teachers in the USA and in Russia. Faculty members and students at the University of Central Arkansas, Orel State University and Moscow City University rated the qualities of outstanding teachers on the Teacher Behaviors Checklist (TBC). Results showed significant positive correlations for the relative importance of teacher characteristics across the six participant groups. There did not appear to be any substantial differences between the American and Russian counterparts for 21 of the 28 specific teacher characteristics. The comparison of American and Russian faculty and students suggests more universality than cross‐cultural differences in the characteristics of outstanding university teachers.     

Biomechanical analyses of synchronised swimming standard and contra-standard sculling

Synchronised swimming involves a variety of sculling movements essential for body support and propulsion but its study is scarce. We aimed to biomechanically compare standard and contra-standard sculling techniques, and to observe the relationship between measures. Six synchronised swimmers performed two, 30 s maximal intensity, fully tethered standard and contra-standard sculling motions. Kinetic and kinematic data were obtained using a load-cell and underwater cameras, respectively. Force decreased along both techniques’ bouts, but no differences in-between techniques were noted for any kinetic variables. Standard sculling presented a higher cycle rate and a lower elbow mean angle than the contra-standard sculling (2.4 ± 0.3 vs. 2.0 ± 0.2 cycles/s and 134.1 ± 5.8 and 141.5 ± 4.7°, p < 0.05). In the standard sculling, by removing and maintaining the variation between participants (r _w and r, respectively), the absolute mean force was directly related with cycle rate (r _w  = 0.60) and wrist angular velocity during flexion (r = 0.82), while in the contra-standard condition the force was inversely associated with wrist mean angle (r = ?0.95) and directly with hand speed (r _w  = 0.76), and elbow angular velocity (r _w  ≈ 0.60). Therefore, technique learning and training require different attention by coaches and swimmers.     

The wonderful world of children's books? Negotiating diversity through children's literature

The present paper reports the findings of a study that sought to identify how diversity (in the form of disability, appearance, and race) is presented in children's books written in or translated into the Greek language. The study focused on the plots and the portrayal of key figures. The sample consisted of 50 children's books written after 1990 that focus on diversity and target children aged 6–12 years. Content analysis framed within the interpretative paradigm was undertaken, and this resulted in the formation of categories representative of the range of plots and character portrayals. The analysis revealed the following key themes: the key figure is presented as different from the group; the key figure is often only accepted through the mediation of another character who is not considered different or an incident; different figures belong together and not with the figures that belong in the dominant group; and the key figure is an excellent character who might also be brave and unique for several reasons. Taking these findings as a starting point, the paper seeks to place the discussion about children's books, diversity, and education in the literature, and it discusses teachers’ role in developing students’ critical literacy skills in order to engage in discussions about diversity without reproducing stereotypes or focussing on the Other.