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Today's Climate (today + climate)
Selected AbstractsLearning from Difference: Considerations for Schools as CommunitiesCURRICULUM INQUIRY, Issue 3 2000Carolyn M. Shields In today's highly complex and heterogeneous public schools, the current notion of schools as homogeneous communities with shared beliefs, norms, and alues is inadequate. Drawing on Barth's (1990) question of how to use ifference as a resource, I take up ideas from feminism, multiculturalism, and inclusive education to consider the development of community in schools. I argue that despite the valuable contributions of these theoretical perspectives, each lso includes the potential for increased fragmentation and polarization. As we consider how to use differences as a foundation for community, it is important ot to reify any particular perspective, thus marginalizing others and erecting new barriers. Explicitly embracing the need to identify and respect difference, being open to new ideas without taking an exclusionary position, and committing to ongoing participation in dialogical processes may help schools to develop as more authentic communities of difference. Among the dominant issues identified in today's climate of turbulent educational reform are concerns about how to restructure schools to ensure equality of student opportunity and excellence of instruction (Elmore, 1990; Lieberman, 1992; Murphy, 1991). Many proposals include modifying present leadership and governance structures, overcoming the hegemony of existing power bases, developing mechanisms for accountability, enhancing professionalism, and co-ordinating community resources. One of the suggestions frequently made to address these issues is to change from a focus on schools as organizations to a recognition of schools as communities (Barth, 1990; Fullan, 1993; Lupart & Webber, 1996; Senge, 1990). However, despite the widespread use of the metaphor of community as an alternative to the generally accepted concept of schools as rational or functional organizations, there seems to be little clarity about the concept of community, what it might look like, how it might be implemented, or what policies might sustain it. Indeed, theories about schools as communities have often drawn from Tönnies (1887/1971) concept of gemeinschaft,a concept which perhaps evokes a more homogeneous and romanticized view of the past than one which could be helpful for improving education in today's dynamic, complex, and heterogeneous context (Beck & Kratzer, 1994; Sergiovanni, 1994a). More recently, several writers (Fine et al., 1997; Furman, 1998; Shields & Seltzer, 1997) have advanced the notion of communities of otherness or difference. These authors have suggested that rather than thinking of schools as communities that exist because of a common affiliation to an established school ethos or tradition, it might be more helpful to explore an alternative concept. A school community founded on difference would be one in which the common centre would not be taken as a given but would be co-constructed from the negotiation of disparate beliefs and values as participants learn to respect, and to listen to, each other. In this concept, bonds among members are not assumed, but forged, and boundaries are not imposed but negotiated. Over the past eight years, as I have visited and worked with a large number of schools trying earnestly to address the needs of their diverse student bodies, I have become increasingly aware of the limitations of the concept of community used in the gemeinschaft sense with its emphasis on shared values, norms, and beliefs, and have begun to reflect on the question framed by Barth (1990): ,How can we make conscious, deliberate use of differences in social class, gender, age, ability, race, and interest as resources for learning?' (p. 514). In this article, I consider how learning from three of these areas of difference: gender, race, and ability, may help us to a better understanding of educational community. This article begins with some illustrations and examples from practice, moves to consider how some theoretical perspectives may illuminate them, and concludes with reflections on how the implications of the combined reflections on practice and theory might actually help to reconceptualize and to improve practice. While it draws heavily on questions and impressions which have arisen out of much of my fieldwork, it is not intended to be an empirical paper, but a conceptual one,one which promotes reflection and discussion on the concept of schools as communities of difference. The examples of life in schools taken from longitudinal research studies in which I have been involved demonstrate several common ways in which difference is dealt with in today's schools and some of the problems inherent in these approaches. Some ideas drawn from alternative perspectives then begin to address Barth's question of how to make deliberate use of diversity as a way of thinking about community. Taken together, I hope that these ideas will be helpful in creating what I have elsewhere called ,schools as communities of difference' (Shields & Seltzer, 1997). [source] A Rb/Sr record of catchment weathering response to Holocene climate change in Inner MongoliaEARTH SURFACE PROCESSES AND LANDFORMS, Issue 3 2006Zhangdong Jin Abstract Variation in the rubidium to strontium (Rb/Sr) ratio of the loess,palaeosol sequences has been proposed to reflect the degree of pedogenesis and weathering in the northwestern region of China. To characterize the Rb/Sr ratio of the dissolved loads of a single catchment, we analysed a 12·08 m sediment core from Daihai Lake in Inner Mongolia, north China. Dating control was provided by 210Pb, 137Cs and AMS- 14C. Sequential extraction experiments were conducted to investigate the concentrations of Rb and Sr on various chemical fractions in the lake sediments. Down-core variation in the Rb/Sr ratios provides a record of Holocene weathering history. From 9 to 3·5 ka bp, accelerated chemical weathering was experienced throughout the Daihai catchment under mainly warm and humid conditions, and this reached a maximum at c. 5 ka bp. However, weathering was reduced between c. 8·25 and 7·90 ka bp, which may reflect the global 8·2 ka cooling event. After c. 2·5 ka bp, increased Rb/Sr ratios with higher frequency of fluctuations indicate reduced weathering within the Daihai catchment. The highest Rb/Sr ratios in the Little Ice Age lake sediments indicate the weakest phase of Holocene chemical weathering, resulting from a marked reduction in Sr flux into the basin. The Rb/Sr record also shows an enhancement of chemical weathering under today's climate, but its intensity is less than that of the Medieval Warm Period. Increased Rb/Sr in lake sediment corresponding to reduced catchment weathering is in striking contrast to Rb/Sr decrease in the glacial loess layers in the loess,palaeosol sequence. Copyright © 2005 John Wiley & Sons, Ltd. [source] The Learning Region between Pedagogy and EconomyEUROPEAN JOURNAL OF EDUCATION, Issue 3 2010ROBERTA PIAZZA Economic growth is stimulated through learning. In ,the learning economies' of those European regions that chose to develop their human and intellectual capital wisely, benefits have been visible. But this is a one-dimensional outlook in a multi-dimensional world. A ,Learning Region' is an entirely different entity, pooling and mobilising its resources from the community, its institutions, culture and heritage, and industry, to mention just a few, for the common, social, economic and ecological good. This article examines and critiques recent ideas and perceptions behind the concept of the learning region and suggests why, in the Italian context, they have not been successful so far in entering the consciousness of regional leaders. It argues that greater individualisation, privatisation and the ascendancy of the market approach to learning are, perhaps paradoxically, barriers to establishing the regional structures that would implement lifelong learning for all and enhance economic and social progress. Cooperation, partnership, sharing and the integration of stakeholders in respecting a common goal are far more difficult to achieve in today's climate. [source] Price development in important anesthesia and critical care medicine journals in comparison to journals of other disciplinesACTA ANAESTHESIOLOGICA SCANDINAVICA, Issue 4 2001J. Boldt Background: In today's climate of financial restrictions, libraries and individual subscribers complain about the price increase of scientific journals. The development in prices of anesthesia/critical care journals was analysed over the past 6 years and compared to prices of some journals of other disciplines. Methods: Important journals in the categories Anesthesiology, Emergency Medicine & Critical Care, Surgery, Medicine (General), and Cardiac & Cardiovascular Systems listed in the 1999 Science Citation Index of Journal Citation Report were included and prices for the years 1995 to 2000 were analysed. Results: Increase in prices ranged from +13% to +199%. The mean increase in journal prices was lowest in the category Anesthesiology (+61%), higher in the category Critical Care (+73%), and highest in the category Medicine, General (+101%). Changes in the impact factor (IF) varied widely, ranging from a decrease (Lancet: ,43%; J Neurosurg Anesth: ,44%) to a tremendous increase (e.g. Reg Anesth +165%; Ann Emerg Med +149%). The journals' size (number of articles or pages) did not increase proportionally with the increase in prices. Conclusion: A disproportionate rise in journal prices was seen over the past 6 years. The large increase in cost may have multiple reasons. The rapidly increasing cost of research journals may affect research quality because economic pressure may result in reduction in availibility of information due to cancellation of subscriptions to journals. [source] | ||||||||||