A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding

A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many faces’ of education in conflict-affected situations can be better theorised and conceptually represented. In doing so, we link goals of peacebuilding to those of social justice, and reinvigorate the notion of education playing a transformative rather than a restorative role in conflict-affected contexts. Making such ideas concrete, we provide examples of how such an analytical framework can be employed to understand the multi-faceted relationship between education and projects of social transformation in conflict-affected environments across the globe.     

小学语文教本才中创新教育素材资源的开发与利用

站在资源科学的角度，将小学语文教学与创造性人才的培养有机地结合起来，即充分发现和科学加工小学语文教材中存在的创造性案例、创造性成果等方面的创新教育素材资源，并针对它们各自的特点，恰当地用于课堂教学，这是小学语文教师有效地实施创新教育的良策。     

Using Learning Style Instruments to Enhance Student Learning

The emergence of numerous learning style models over the past 25 years has brought increasing attention to the idea that students learn in diverse ways and that one approach to teaching does not work for every student or even most students. We have reviewed five learning style instruments (the Kolb Learning Style Indicator, the Gregorc Style Delineator, the Felder–Silverman Index of Learning Styles, the VARK Questionnaire, and the Dunn and Dunn Productivity Environmental Preference Survey) in this article in order to describe the learning style modes or dimensions measured in the instruments; find the common measures and the differences; report on research on instrument validity, reliability, and possible improvement in student performance; suggest classroom activities that work with the different student learning styles; and recommend selection of models under several conditions. We also review one additional learning style instrument, the Revised Approaches to Studying Inventory, as a complementary approach to using one or more of the first five learning style instruments.     

Renewing quality assurance at a time of turbulence

The current national and institutional focus on teaching and learning in higher education (HE) in the UK has led to a growing credentialisation of those teaching in this sector. There is now more emphasis on being recognised as being qualified to teach in HE and this information is being included in statistical reports, marketing documentation and other promotional materials. Thus, having a recognised qualification is becoming requisite for many, both those new to teaching in this sector and experienced colleagues, who hitherto had never needed to consider this. This paper considers some of the practicalities and potential pitfalls of introducing a professional recognition scheme for those involved in teaching and supporting learning across a university.     

Sexuality education in Europe: an overview of current policies

Comprehensive sexuality education is one of the most important tools to ensure that young people have the information they need to make healthy and informed choices. The aim of this article is, firstly, to outline general issues about sexuality education pertaining to curriculum content, the didactic methods used, agencies involved, political support, coverage and adequacy of provision and barriers to effective sexuality education in Europe. Secondly, the current state of sexuality education in most European Union member states and Norway is described, enabling a Europe-wide comparison of country experiences in the field. This reveals a wide variety of didactic methods and policies that have shaped the provision of sexuality education and the ease and difficulties with which the subject can be implemented, and at what age and in what form it is available.     

Communication and marginal sites: the Chipko movement and the dominant paradigm of development communication

This article uses the Chipko movement in northeastern India to propose an additional way to think alternatively about communication and development. The Chipko movement took place in the 1970s. Movement members demanded better local resource management by the state and for a greater voice in the determining the use of the local forests. Acknowledging that alternatives to the dominant paradigm of communication and development already exist (the participatory communication models and the participatory action research models), this essay shows even these alternatives did not address certain problems associated with the dominant paradigm. After a brief review of the dominant paradigm and the alternatives this article examines certain dimensions of the Chipko movement, such as the role of movement leaders, resource management, and strategies of communication, and argues that a Chipko-based ‘regions in protest’ model should take a place among the various models posed as alternatives to the dominant paradigm.     

Bardet–Biedl Syndrome: A Rare Cause of Chronic Kidney Disease

Bardet-Biedl syndrome (BBS) is a rare autosomal recessive condition characterized by retinitis pigmentosa, postaxial polydactyly, central obesity, and renal involvement. Renal failure is the commonest cause of death. We report a case of BBS with chronic kidney disease (CKD) at younger age (17 year) from India. This diagnosis should be considered in patients with renal disease and the characteristic phenotype of retinitis pigmentosa, postaxial polydactyly and central obesity. These patients should undergo regular monitoring of renal function test to early diagnosis and treatment of CKD to prevent morbidity and mortality. Renal transplantation is a viable option of renal replacement therapy in these patients. These findings are valuable for comparing phenotype of BBS patients with CKD from various national and international centers.     

Down Syndrome with End-Stage Renal Disease

Down syndrome is one of the most common genetic causes of learning disabilities in children. Although the incidence of renal and urological involvement in Down syndrome is not very common, monitoring of patients with Down syndrome for renal diseases should be done regularly as patient’s age into the second and third decades. With increased survival, it appears that a growing number of these patients present with chronic renal failure. Down syndrome patients are apparently not suited for peritoneal dialysis because of lacking cooperation. This procedure can be prone to failure, mainly because of an increased risk of peritonitis. Handling such patients especially those on peritoneal dialysis is challenging. Here we report a case of Down syndrome with end-stage renal disease treated with hemodialysis for 6 months. To the best of our knowledge and current literature review this is the first case report of a patient with Down syndrome undergoing hemodialysis.